MOODLE ENVIRONMENT AND ITS USE WITHIN FORMAL AND INFORMAL EDUCATION AT A VOCATIONAL SCHOOL

2018 ◽  
Vol 5 ◽  
pp. 68-80
Author(s):  
Valentina Garkule ◽  
Valērijs Makarevičs
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Digital Technology ◽  
Informal Education ◽  
Formal Education ◽  
Educational Material ◽  
Learning Technologies ◽  
Regional Features ◽  
E Learning ◽  
Pedagogical Innovations

The widespread development of digital technology contributes to the creation of pedagogical innovations using e-learning and m-learning technologies. The platform (e-learning environment) MOODLE, which unites these technologies, makes it possible to master the educational material both within the field of formal, as well as within informal and non-formal education. The MOODLE environment has not been yet sufficiently used in general and vocational education. The possibilities of using this learning environment at vocational schools in Latvia and Poland are considered in the article. Students who studied programs using the capabilities of the MOODLE environment, after completing the training, have evaluated the importance of such work for the acquisition of professional knowledge and skills. To do this, they were asked to answer questions of the questionnaire. The content of the questions can be found in the text of the article. The study identifies general and regional features of learning outcomes using the MOODLE environment.

A Review of Emerging Technological Trends in E-Learning

2011 ◽  
pp. 729-740
Author(s):  
Furkan Tari
Keyword(s):  
Information Technology ◽  
Semantic Web ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Outcome ◽  
Learning Technologies ◽  
Web Content ◽  
Holistic View ◽  
Behavioral Issues ◽  
E Learning

Advances in information technology and the redefined web trigger a holistic view of learning process. The objective of this study is to provide a conceptual view of how various technologies can be used to maximize learning outcomes through e-learning. Among the trends investigated in this study are, XML and semantic Web, content-based video indexing, personalized, intelligent Web tutoring, and m-learning. In addition to these technologies, a brief review of some of the key behavioral issues is presented. For researchers and developers interested in maximizing the learning outcome through e-learning technologies, the paper provides a taxonomy of these trends along with a framework for future designs.

scholarly journals Integration of Knowledge Management and E- Learning Technologies in Academic Institutions

2020 ◽  
Vol 7 (2) ◽  
pp. 88
Author(s):  
Sefiu Taiwo Oloruntoyin
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Real World ◽  
Learning Technologies ◽  
Learning Systems ◽  
Academic Institutions ◽  
Management Technology ◽  
Efficiency And Effectiveness ◽  
E Learning

This work investigates the integration of e-Learning systems and knowledge management technology to improve, capture, organize and deliver large amounts of knowledge. First, a model is proposed for the phases of knowledge management. The model is then enhanced with concepts and technology from e-Learning. The model is then used to illustrate real world scenarios that add increasing amounts of knowledge management to an e-Learning environment. The system, AMID promises high interactivity, efficiency and effectiveness of integration of knowledge management and e-learning. In addition, the developed system will enhance technical learning process.

The Influence of Constructivist E-Learning System on Student Learning Outcomes

2011 ◽  
pp. 45-57
Author(s):  
Thanakorn Wangpipatwong
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Classroom Environment ◽  
Test Method ◽  
Learning System ◽  
Knowledge Development ◽  
Traditional Learning ◽  
Two Phase ◽  
E Learning ◽  
High Level

In this article, the study of how a constructivist e-learning system affects students’ learning outcomes was explored and a two-phase study was designed. The first study sought to create a constructivist e-learning environment (CEE) and discover how students expected their learning outcomes under CEE. CEE is composed of three constructs, which are exploration, collaboration, and construction. The statistical results showed the high level of student expectation on every construct. Consequently, constructivist e-learning system (CES) was developed. In the second study, CES was used in the actual classroom environment. The purpose was to compare the learning outcomes and knowledge development of students who studied the course using CES with those of students who learned it under a traditional learning environment. A T-test method was used to analyze the learning outcomes. The results showed that students who used CES had better learning outcomes and knowledge development than students who did not use CES.

Learning Technologies and Learning Theories

2003 ◽  
pp. 218-232 ◽  
Author(s):  
Vivien Sieber ◽  
David Andrew
Keyword(s):  
Learning Environment ◽  
Learning Outcomes ◽  
Learning Technologies ◽  
Learning Theories ◽  
Traditional Learning ◽  
Web Pages ◽  
Learning Technology ◽  
Mediated Learning ◽  
Theory Of Multiple Intelligences ◽  
The Relationship

Learning technologies can provide a rich learning environment; this chapter explores the relationship between traditional learning theories and technology-mediated learning. Two examples are presented where technologies are used as tools (a) to evaluate and create Web pages and (b) to create learning technology teaching materials. The range of learning outcomes resulting from these projects are discussed in terms of Gardner’s (1993) theory of multiple intelligences.

PECULIARITIES OF TEACHER- STUDENT INTERACTION IN E-LEARNING ENVIRONMENT

2018 ◽  
Vol 2 (7) ◽  
pp. 144
Author(s):  
Mārtiņš Spridzāns
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Student Interaction ◽  
Traditional Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Teachers And Students ◽  
E Learning ◽  
The Republic

While implementing e-learning courses at the State Border Guard College of the Republic of Latvia, the author of this article has discovered several differences in communication between students compared to traditional learning. Since the e-learning is going to expand in the future it is essential to explore theoretical and practical concepts on teacher student interaction peculiarities in e-environment. The author has gathered suggestions and proposals on best practices of teacher student interaction in order to improve e-learning outcomes. The goal of the article is to explore the peculiarities of the interaction between teachers and students in e-learning environment and provide suggestions on improving the efficiency of teacher-student interaction in e-learning.

scholarly journals Factors Influencing Learners' Satisfaction in an Open E-Learning Environment

2011 ◽  
Vol 13 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Sirje Klaos
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Social Exchange ◽  
Social Exchange Theory ◽  
Qualitative Content Analysis ◽  
Learning Technologies ◽  
Future Research ◽  
Free Access ◽  
Factors Influencing ◽  
E Learning

Factors Influencing Learners' Satisfaction in an Open E-Learning EnvironmentA number of new open learning environments have risen aside to common e-learning environments. Wikiversity is an open environment to all community members. Students' behaviours change in the community creation process, and their self-satisfaction impacts learning. The study methodology is qualitative content analysis, and the data is collected from students' blogs, online and focus group interviews. Data is based on a monitored course for bachelor students of special pedagogy (n=21). There was a possibility to test and assess modern e-learning technologies and use a socio-constructive learning process. The results are studied in light of social-exchange theory. The outcome of this study indicated that learners' satisfaction increases with free access to fellow students' works, full and equal membership of the community and an opportunity to compare oneself to the others. The future research should focus on optimization of policies and sustainable development in education to establish successful exchange systems.

scholarly journals Summer school: a non-formal way to tackle education challenges

2020 ◽  
Vol 55 ◽  
pp. 267-284
Author(s):  
Olena Chernyshova ◽  
Tetyana Tokmylenko
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Informal Education ◽  
Summer School ◽  
Formal Education ◽  
Real Life ◽  
Soft Skill ◽  
Competency Based ◽  
New Generation

The system of education is challenged by need to prepare a new generation of professionals who would not only master a field-required skill but also harness soft skill. The paper reviews definition and characteristics of formal, non-formal and informal education models and defines the possibilities to address the education challenges in combination of forms. The Summer school as a form of non-formal education is defined and proposed to fill the gap in formal education. The paper presents a framework of how to develop a curriculum for a summer school centered around a competency-based approach. The three key components – profile of participant, expected result, and real-life problem, form a set of skills and knowledge that define learning outcomes and shape the program. Finally, the paper reviews the case study of summer school hold in Kharkiv to demonstrate how the approach can be applied to practice. Summer school is a useful tool to establish and test new forms of education that contribute to learning process of both students and educators.

scholarly journals The Impact of Informal Education Programs on the Outof- School Syrian Refugee Children in Child-Family Centers (CFCs) in Jordan

2017 ◽  
Vol 13 (4) ◽  
pp. 182
Author(s):  
Rami Inkheili
Keyword(s):  
Public Schools ◽  
Learning Outcomes ◽  
Education System ◽  
Informal Education ◽  
Formal Education ◽  
Positive Impact ◽  
Refugee Children ◽  
Ministry Of Education ◽  
Education Programs ◽  
The Impact

The significance of this paper lies in shedding lights on the importance of informal education programs as catch up programs to educate those who didn’t have the opportunity to be in schools for different reasons and bridge the gap between them and their peers in schools. Although the study will show how powerful this tool is, it is also worth mentioning that more efforts should be done to enroll those children in public schools and provide them with equal access to the formal education system. This study used pre and post tests that are designed upon the expected learning outcomes from the literacy and numeracy materials prepared by the technical team at Save the Children International. The designed materials, in order to be compliant with the advancement of students in the formal education system were based on the national learning outcomes set by the Ministry of Education in Jordan. The results of the study were excellent enough to show the positive impact of the program as 100 percent of the population scored the passing score in the posttest compared to the zero percent passing the pretest in both literacy and numeracy classes. On the other hand, the study also shows how deprived Syrian children are as a result of the bloody war that harvests not only their souls, but also their future. Finally, it is also worth mentioning that the study also speaks of the pressure on Jordan’s formal education system and the need to support the Ministry of Education meeting the urgent demands of all students nationwide.

scholarly journals Relationship between learning outcomes and online accesses

2004 ◽  
Vol 20 (3) ◽  
Author(s):  
Pannee Suanpang ◽  
Peter Petocz ◽  
Anna Reid
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Learning Outcomes ◽  
Learning System ◽  
Clear Relationship ◽  
Online Learning Environment ◽  
Online Study ◽  
Business Statistics ◽  
E Learning ◽  
The Relationship

<span>This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by final results. While the results do not establish a direct casual connection, they indicate that under appropriate conditions a component of online study provides significant benefits to learning. In this, it contrasts with the results of recent studies that find no relationship between access and results. Quotes taken from interviews with some of the students illuminate the relationship between the online learning environment and their own learning.</span>

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