scholarly journals Does a Distributed Practice Strategy for Multiple Choice Questions Help Novices Learn Programming?

2020 ◽  
Vol 15 (18) ◽  
pp. 234
Author(s):  
Lishan Zhang ◽  
Baoping Li ◽  
Qiujie Zhang ◽  
I-Han Hsiao
Keyword(s):  
Management System ◽  
Engineering Students ◽  
Learning Management System ◽  
Multiple Choice ◽  
Distributed Practice ◽  
Multiple Choice Questions ◽  
Massed Practice ◽  
Significant Difference ◽  
Learning Management ◽  
Efficient Learning

Learning how to program is becoming essential in many disciplines. However, programming cannot be easily learned, especially by non-engineering students. It is challenging to conduct engineering education for non-engineering majored students. Therefore, it is important to teach non-engineering students to learn with efficient learning strategies. To discover an efficient learning strategy, we had 64 students practice programming with a simple learning management system and tracked all of their practice behaviors on multiple choice questions. The learning management system assigned one multiple choice question per day, but let students themselves decide their own practice frequencies. Students could also make unsynchronized communications by commenting on the questions. By analyzing their behavior patterns and other performance indicators, this paper compared the effect of two different practice strategies for multiple choice questions: distributed practice and massed practice. Our analysis found that students who adopted distributed practice significantly outperformed those who adopted massed practice on final exams (p=0.031). We further explored the possible reasons that led to this significant difference. Students who adopted distributed practice strategy tended to make higher percentage of first submission correctness, be more cautious while correcting errors, and be more constructive in posting question-related comments.

scholarly journals Perception of Learning Management System Among Distance Learners in South-West, Nigeria

2021 ◽  
Vol 1 (2) ◽  
pp. 72-84
Author(s):  
Esther M. Ajijola ◽  
Gboyega Ayodeji Aladesusi ◽  
Oyeronke Olufunmilola Ogunlade ◽  
Charles O. Olumorin
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Ease Of Use ◽  
Perceived Usefulness ◽  
Distance Learners ◽  
Perceived Ease Of Use ◽  
Field Of Study ◽  
South West ◽  
Significant Difference ◽  
Learning Management

Learning Management System (LMS) is a common platform where students and teachers can interact digitally, most especially in Open and Distance Learning (ODL) institutions. However, it has been discovered over time that most of the distance learners with poor study habits lag behind in its utilization. The purpose of this study was to investigate the Perception of Learning Management System among Distance Learners’ in South-West, Nigeria. Emphasis was on gender and field of study using an adapted Technology Acceptance Model (TAM). This study employed a descriptive research method. Data were collected through the administration of a-validated researcher-adapted questionnaire. Descriptive statistics of mean and standard deviation were used to answer research questions one and two. Inferential statistics of t-test and ANOVA were used to test the hypotheses at 0.05 level of significance. The research findings indicated that there were significant differences between male and female distance learners in their: perceived usefulness of LMS (p=0.00); perceived ease of use of LMS (p=0.004); in favour of males; there was no significant difference among Sciences, Arts and Social Science distance learners on their perceived usefulness and perceived ease of use of LMS. It was therefore recommended that training and support programs be established to ensure a sustainable use and prevent collapse of LMS in the institutions in respective of distance learners’ gender and field of study.

scholarly journals Impacts of online formative assessment on EFL students’ writing achievement

2020 ◽  
Vol 9 (1) ◽  
pp. 55-69
Author(s):  
Ho Bich Nhu ◽  
Dang Tan Tin
Keyword(s):  
Formative Assessment ◽  
Management System ◽  
Learning Management System ◽  
Discussion Board ◽  
Teaching Writing ◽  
Writing Achievement ◽  
Significant Difference ◽  
Writing Course ◽  
Online Formative Assessment ◽  
Learning Management

There have been a number of studies on the effects of formative assessment on Learning Management System on EFL writing achievement. Nevertheless, in the context of Vietnam, little research has been done on education technology that enhances online formative assessment in teaching writing. In an attempt to further the previous research nationwide and worldwide, this study examined the impacts of formative assessment on students’ writing achievement in a writing course of Learning Management System Schoology. A quasi-experimental design was carried out among two groups of fifty undergraduate Vietnamese students over a fifteen-week writing course using the main activity named online discussion board. The data analysis from the writing test scores suggested that there was statistically significant difference between treatment group and control group of participants. It is recommended that teachers should employ online formative assessment in teaching writing to help improve writing achievement among EFL learners in Vietnam and similar contexts.

scholarly journals Analysis of the Moodle Learning Management System and user comfort levels

2021 ◽  
pp. 110-123
Author(s):  
Elvira Ivone González Jaimes ◽  
Asdrúbal López Chau
Keyword(s):  
Distance Education ◽  
Positive Feedback ◽  
Management System ◽  
Learning Management System ◽  
Optimal Level ◽  
Transmission Of Knowledge ◽  
Significant Difference ◽  
Teachers And Students ◽  
Learning Management ◽  
Teaching Learning

This study analyzes the workflow experiences in the teaching-learning process of teachers and students enrolled in mixed (face to face /distance education) and distance education systems. The main objective is to evaluate Moodle, Learning Management System with the systematized Brief Inventory of Experiences. In this study we measure and compare the flow and comfort experiences of a population of 8140 participants, divided into two groups: 320 teachers and 7820 students. We can conclude that there is a significant difference in the p <0.05 level, in the following two variables: 1) When performing the activity, I forget about the problems and concerns and 2) I do things spontaneously and automatically. Tasks they must face in order to provide the students the appropriate tools in order to learn. In addition to this challenge, the teacher does not achieve an optimal level of comfort throughout the teaching process due the lack of positive feedback. Encouraging the teachers to guide the students to takeoff the learning and the teacher to get positive feedback. While the students receive and assimilate, the teacher gives and experiments. Because the transmission of knowledge is a function of who assimilates the legacy.

scholarly journals Import test questions into Moodle LMS

2019 ◽  
Vol 53 (1) ◽  
pp. 111-124
Author(s):  
Iryna S. Mintii ◽  
Svitlana V. Shokaliuk ◽  
Tetiana A. Vakaliuk ◽  
Mykhailo M. Mintii ◽  
Vladimir N. Soloviev
Keyword(s):  
Management System ◽  
Learning Management System ◽  
Multiple Choice ◽  
Short Answer ◽  
Advantages And Disadvantages ◽  
The Subject ◽  
Learning Management ◽  
Methodological Aspects ◽  
Test Database ◽  
True False

The purpose of the study is to highlight the theoretical and methodological aspects of preparing the test questions of the most common types in the form of text files for further import into learning management system (LMS) Moodle. The subject of the research is the automated filling of the Moodle LMS test database. The objectives of the study: to analyze the import files of test questions, their advantages and disadvantages; to develop guidelines for the preparation of test questions of common types in the form of text files for further import into Moodle LMS. The action algorithms for importing questions and instructions for submitting question files in such formats as Aiken, GIFT, Moodle XML, “True/False” questions, “Multiple Choice” (one of many and many of many), “Matching”, with an open answer — “Numerical” or “Short answer” and “Essay” are offered in this article. The formats for submitting questions, examples of its designing and developed questions were demonstrated in view mode in Moodle LMS.

scholarly journals Gamify Online Courses with Tools Built into Your Learning Management System (LMS) to Enhance Self-Determined and Active Learning

2018 ◽  
Vol 22 (3) ◽  
Author(s):  
Cheng-Chia (Brian) Chen
Keyword(s):  
Active Learning ◽  
Management System ◽  
Online Survey ◽  
Learning Management System ◽  
Educational Game ◽  
Control Group ◽  
Structured Interviews ◽  
Significant Difference ◽  
Learning Management ◽  
And Control

“Gamified” active learning has been shown to increase students’ academic performance, engagement, and make more social connections than standard course settings. However, the costs to use an educational game design with efficient delivery of the game/course plan can be problematic. Our first objective was to evaluate the effectiveness of gamification by using existing techniques (e.g., simple HTML-based games) and readily available collaborative tools (e.g., Wikis) from a typical learning management system (LMS) such as Blackboard. Moreover, our second objective was to examine students’ attitudes towards gamification (e.g., usefulness). Data were collected from 2015 to 2017 (n = 80) at a Midwestern university in the United State using a mixed methods approach. For the quantitative method, online surveys were conducted in an experimental group (class with implementation of gamification) and control group (class without any gamified activities) that were randomly selected from graduate level statistics courses. For the qualitative method, the researcher conducted semi-structured interviews with subjects who addressed their interests to be interviewed during the online survey. A Welch’s independent t-test revealed a significant difference (p < 0.001) in the mean exam scores of experiment and control groups. A difference favored the classes with gamification. More than 70 % of students agreed that gamified activities were either extremely or highly useful in helping them review and/or understand fundamental concepts. In conclusion, using built-in LMS tools to design gamified learning activities may enhance students’ learning outcome/effectiveness, provide more diversified learning methods and motivation, and offer easy modifications for different learning needs.

scholarly journals The Perceived Satisfaction in Utilizing Learning Management Systems among Engineering Students during the COVID-19 Pandemic: Integrating Task Technology Fit and Extended Technology Acceptance Model

2021 ◽  
Vol 13 (19) ◽  
pp. 10669
Author(s):  
Maricar M. Navarro ◽  
Yogi Tri Prasetyo ◽  
Michael Nayat Young ◽  
Reny Nadlifatin ◽  
Anak Agung Ngurah Perwira Redi
Keyword(s):  
Technology Acceptance ◽  
Management System ◽  
Engineering Students ◽  
Learning Management System ◽  
The Philippines ◽  
Perceived Satisfaction ◽  
Task Technology Fit ◽  
Learning Management ◽  
Acceptance Model ◽  
Behavioral Intention To Use

Online education has become the norm for higher education institutions (HEIs) during this COVID-19 pandemics. HEIs are required to implement a fully online learning system that is structured and readily accessible with the assistance of a learning management system (LMS), including in developing countries such as the Philippines. This study aims to assess factors that positively influence the perceived satisfaction of engineering students when using the LMS during the COVID-19 pandemic in the Philippines. Additionally, it aims to integrate two models: Task Technology Fit (TTF) and Technology Acceptance Model (TAM), with added variables such as the content of the learning management system, social presence, and social space. Upon deploying the convenience sampling, a total of 1011 engineering students responded in the online survey, which consisted of 81 questions. Structural equation modeling (SEM) showed that the Task Technology Fit was positively influenced by technology, individual, and task characteristics. Moreover, behavioral intention to use LMS was positively influenced by perceived usefulness and perceived ease of use. Furthermore, Task Technology Fit had a significant direct effect on behavioral intention to use LMS, which subsequently led to perceived satisfaction. This study is among the first to explore factors affecting perceived satisfaction among engineering students in using the LMS in the Philippines during the COVID-19 pandemic. To evaluate the perceived satisfaction of students in using the learning management system, future works can be extended and the model can be applied in other countries.

scholarly journals Integration of Learning Management System as an Aid in Teaching: An Assessment

2021 ◽  
Vol 10 (4) ◽  
pp. 1907-1918
Author(s):  
Rizaldy E. ◽  
Anjo M. ◽  
Nida V.
Keyword(s):  
Management System ◽  
Survey Design ◽  
Learning Management System ◽  
T Test ◽  
Control Group ◽  
Significant Difference ◽  
Quasi Experimental ◽  
Learning Management ◽  
Integration Of Learning ◽  
Experimental Group

<p style="text-align: justify;">The research delved into the assessment of integrating Learning Management System as an aid in teaching. Data were collected from 26 students at Rizal Technological University-College of Education, Philippines, through pretest-posttest quasi-experimental and normative survey design of research. Data were statistically tested using the frequency, percentage, mean, standard deviation, t-test for dependent and independent samples, and paired t-test. Results of the research indicate that the respondents have optimistic attitudes towards the integration of learning management system in teaching. The respondents performed poorly in the pretest examination but performed very satisfactorily in the posttest examination. Furthermore, the research found out that there is no significant difference between the performances of the experimental group and control group in pretest and posttest, moreover, there is a significant difference between the pretest and posttest scores of the experimental group and the pretest and posttest scores of the control group.</p>

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