Ed media 2011 pecha cucha

Moodle Early Use by Teachers inHigher Education: An Exploratory

Study

Patrícia Fidalgo, João Paz e Fernando Luís SantosInstituto Piaget 1

Moodle early Early Use by Teachers inHigher Education: An Exploratory Study

Topics

• Introduction

• Context

• The Study• Objectives, Procedures, Survey, Data Analysis

• Findings

• Reasons for use, Resource usage, Activity usage, Perceptions aboutMoodle

• Discussion

2Patrícia Fidalgo, João Paz e Fernando Luís Santos

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Introduction

• Bologna Process

• European Higher Education Area

• Reforming Higher Education in Portugal


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Foster use of ICT in Education

Turn to e-learning; adoption of LMSs


Introduction

• LMS early use in Higher Education in Portugal (Moodle)• Content distributing platform

• Communication medium

• Needs• Overcome initial resistance

• Explore real potential of LMSs

• Further teacher training (technical and pedagogical)


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Context

• The Institution• Private Higher Education Institution

• Presence in other Portuguese Speaking Countries

• Campi geographically dispersed in Portugal


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Context

• Piaget Online• 2005: LMS use in Post Graduation Studies in ICT

• 2007: Online Education Project

• Training sessions online and F2F open to all

• Campus support

• Pivots and Pioneers: replication and dissemination


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Context

• Piaget Online• 2009-10: Piaget Online Education and Training Unit ( global and

campus based)

• Teacher and Student training and support

• Research Unit in Online Education


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Context

• Piaget Online 2010-11• All Curricular Units with online presence

• Live Edu integration and unique acess

• http://moodle.ipiaget.org/moodle_2011/


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The Study – Objectives

1. Ascertain reasons of using Moodle;

2. Identify effects the use of Moodle had in teaching;

3. Characterize the use of resources and activities available in Moodle;

4. Identify teacher’s perceptions of advantages and disadvantages of using Moodle;

5. Compare the results of the three groups.


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The Study – Participants

• Teacher’s type of use of Moodle in 2009-10

A. Active complement of face-to-face courses (optional use)

B. Blended learning regime with 20% on-line classes (mandatory use)

C. Blended learning regime with 80% on-line classes (mandatory use)


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The Study – Participants

• 51 Teachers from Almada and St André Campi

• Group A: 24 replies (92%)

• Group B: 7 replies (35%)

• Group C: 4 replies (80%)


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The Study – Survey

• Anonymous self-administrated on-line (Google Forms) survey with 37 questions

• 14% of questions: motivations to the use Moodle (only for group A, not examined here)

• 11% of questions: type of use of resources and activities

• 48% of questions: teacher’s perceptions about Moodle

• 27% of questions: characterization of participants


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The Study – Data Analysis

• Database created and codified using R statistical software

• Descriptive Statistics

• Kruskal-Wallis one-way analysis of variance by ranks


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Findings


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1 Reasons for using Moodle


Findings


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2 Resources usage


Findings


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2 Resources usage


Findings


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3 Activities usage


Findings


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3 Activities usage


Findings


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Discussion

• Similar results on Resources and Activities usage

• No statistically significant differences between the groups’ perceptions about Moodle

• Group A and B: basic training; Group C: advanced training

• Early stages of Moodle institutional implementation

• Planned: survey all teachers and check results following years


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