Improving learning in a research program through Moodle Platform

• In Event: Building sustainable book supply chains through digital platforms: open licensing, content creation, and support for local publishers and authors

Proposal

Objective

Enhancing learning students in applied research class, through Moodle Platform
This proposal has the purpose to describe how Moodle platform was used by university students learning applied research course and measure intensity use of content related courses. A sample of 300 students answered a 20-item Likert-type questionnaire and three open questions. Descriptive statistical analyses, and topical analysis were conducted. The results show that course include use of a diverse number of digital contents and activities. However, some types of contents are used with low frequency compared with scores higher in evaluation of assignments or video-learning. There still there are no noticeable differences in other factors. Qualitative data show 500 comments that were classified into main established dimensions. In conclusion Moodle improved content management and interactivity between Moodle platform and students.

Key words: Blended Learning, Students Learning, Higher Education.


Conceptual Framework
Nowadays in higher education it is strongly demanded that both teachers and students use online learning resources to support the knowledge acquired from the clasical mode of education. That is why the concept of web-based instruction or mobile learning (m-learning) is gaining popularity in Teaching process as a way of improving daily practices (Smith, 1999; Chen and Huang, 2010; Hwang and Tsai, 2011). The types of resources are: from discussion lists, podcasts, database of libraries, or virtual learning environments, to virtual subjects. In a way, the three main reasons that justify the combination of e-learning and face-to-face teaching (Blended learning) are: accessibility, flexibility, and interactivity (Rosenberg, 2001).

What is a learning management system (LMS)?

Schools are constantly in evolution, using more and more ICT. Many teaching courses at universities offer a greater and diverse amount of content online, and some of them are requirements to promote virtual learning and encourage interactions between teachers and students (Psycharis et al., 2013).

What is a learning management system (LMS)?

Schools are constantly in evolution, using more and more ICT. Many teaching courses at universities offer a greater and diverse amount of content online, and some of them are requirements to promote virtual learning and encourage interactions between teachers and students (Psycharis et al., 2013).
Research in educational field has addressed the study of interactive virtual environments with different names: Course Management Systems -CMS- (Morgan, 2003), Web-Base Course Environment - WBCE (Maki and Maki, 2002), Virtual Learning Environments-VLES- ( Great Britain and Liber, 1999) or Learning Management Systems-LMS- (Melton, 2006; Ellis, 2009).
LMS refers to an integrated set of computer and network tools that support online learning (Kirner et al., 2008). They are complex teaching systems that have a platform for online learning that includes (1) traditional activities: presentation of information, course materials, evaluation of student work (Yueh and Hsu, 2008) and (2) additional features, such as more communication with colleagues and instructors, membership in the social network site (Pereneder et al., 2012), access to learning material, presentation of tasks (Melton, 2006) and active apprentice-mentors discussion among the participants (Swan , 2001).
LMS is Moodle (Modular Object- Oriented Dynamic Learning Environment), is an open source based on pedagogical principles (Goyal and Puhorit, 2010) that incorporates several multimedia resources to manage content lessons (Moodle, 2007)and is one of the most used platforms that incorporates several multimedia resources to manage content lessons (Moodle, 2007). Moodle complements teachers’ face-to-face teaching; it is available in more than 77 languages and present in 193 countries (Celik, 2010). The platform has become established as an online tool that allows the use of graphics, forums, chat, databases, quizzes, survey, wikis, web pages, video transmissions, and Java and Active X technologies to reinforce lessons. Besides, Moodle is expanding its use to cloud computing and mobile learning (Wang et al., 2014). Peat and Franklin (2002) value Moodle not only for its technical applications but for the promotion of new learning among students since it facilitates an organized display of the material. Dougiamas and Taylor (2003)

Methodology
This study is an empirical research with a descriptive design, and topical analysis for the qualitative part, the sample is based on the population of graduate students enrolled in the subjects taught by the Department of Research of the School of Bussiness of of the University Autonumos of Tamaulipas from 2015nto 2017. A non- probabilistic sample of the 300 graduate students was chosen (Arnal et al., 1992). The participants voluntarily responded to the questionnaire. The instrument was validated and used by (Olmos, Mena and Torrecilla, 2014). A first descriptive statistical analysis was conducted for the Likert questions including frequencies, percentages, measures of central tendendy (i.e., mean scores) and measures of scatter (i.e., standard deviation).
Topical analysis was followed to analyze the open-ended questions relative to three dimensions: (1) Advantages of using Moodle (Question 1: List and explain positive aspects in the use of Moodle);
(2) Challenges and disadvantages of the platform and (Question 2: List and explain negative aspects in the use of Moodle) (3) Enhancements (Question 3: Point out some Moodle features that improve your experience with the Moodle interface).

Findings
Regarding the degree of interaction, the results show how the platform promotes a fluid communication between the teacher and students, and a most continuous tutorial action with the teacher. Participants expressed a high degree of agreement, especially in the items concerning those aspects related to the contents (i.e. organization, adaptation, updating, promoting interest, understanding).
In the qualitative study, a total of 242 comments were collected about the positive aspects of Moodle, 257 about the problems of the platform, and 290 about the aspects that should be improved learning (Bruce and Curson, 2001; Zenha-Rela and Carvalho, 2006; Mateo and Sangrá, 2007).

Conclusion
We can conclude assuming that Moodle is comple-mentary to the teaching-learning process and that it is not a replacement of it (Coskun and Arslan, 2014). Moodle could improve the intensity classroom support, to reach out its full potential.

Authors

• Jose Rafael Baca Pumarejo, Universidad Autónoma de Tamaulipas

• Vicente Villanueva Hernández, Unidad Academica Reynosa Rohde de la Universidad Autónoma de Tamaulipas

• Julio César Macias Villarreal, Universidad Autónoma de Tamaulipas