e-learning platforms in higher education. case study

E-learning Platforms in Higher Education.

Case StudyD. Bența*, G. Bologa*, I. Dzițac*,**

*Agora University of Oradea, Department of Social Sciences**Aurel Vlaicu University of Arad, Department of Mathematics and Computer Science

Romania

Moscow, Russia, June 3-5, 2014.

of 26

Corresponding authorDr. IOAN DZITAC, Senior Member of IEEEB. & M.Sc. In Mathematics (1977), Ph.D. in Information Sci. (2002) (Babes-Bolyai University of Cluj-Napoca, RO)Professor of informatics at Aurel Vlaicu University of Arad, RO (tenured since 2009)Senior Researcher at Agora University of Oradea & Director of R&D Agora , RO (2012-2016)Adjunct Professor of the School of Management, University of Chinese Academy of Sciences, China (May 2013-May 2016)

Co-founder and General Chair of International Conference on Computers Communications and Control (ICCCC, since 2006)http://univagora.ro/en/icccc2014/

Co-Founder and Associate Editor in Chief of International Journal of Computers Communications & Control (since 2006), In Science Citation Index Expanded (ISI Thomson Reuters, Impact Factor(IF) in JCR2009 = 0.373; JCR2010 = 0.650; JCR2011 = 0.438; JCR2012 = 0.441); A) Automation & Control Systems [Q4, 49 of 59] ; 2B) Computer Science, Information Systems [Q4, 109 of 132].In Scopus (SJR2012 =0.297): A) Computational Theory and Mathematics [Q4] , B) Computer Networks and Communications [Q3] , C) Computer Science Applications [Q3]. http://univagora.ro/jour/index.php/ijccc

Rector of Agora University (2012-2016)[email protected]

Co-Chair of SS03in ITQM2013Suzhou, China

S. Nadaban, I. Dzitac, Special Types of Fuzzy Relations, 4rd of June, 2014, Moscow

Co-Chair of SS07in ITQM2014Moscow, Russia

http://univagora.ro/en/icccc2014/

http://univagora.ro/jour/index.php/ijccc

mailto:[email protected]

http://www.univagora.ro/

B. Benta, I. Dzitac, G. Bologa, E-Learning Platforms in Higher Education. Case Study, 3rd of June, 2014, Moscow


Contents

•Abstract

• Introduction• Material and methods• Results and discussion• Conclusions

Slide 5 of 24


Abstract

• This paper describes our experience of using e-learning platforms to support face to face instruction in academic field.

• We used Moodle as interactive e-learning tool to motivate students and involve them in resolving single and collaborative homework tasks.

• However, while many universities in the world use e-learning platforms, in our case this was for the first time used and it was a great teaching/learning experience.

• This paper points the importance of using e-learning platforms in higher education.

Slide 6 of 24


Contents

• Abstract

• Introduction• Material and methods• Results and discussion• Conclusions

Slide 7 of 24


Introduction

• many benefits of using on-line education including communication, interaction between students, group development and a higher access to knowledge. Despite those benefits, many universities often agree to remain in traditional teaching with no other additional support.• using Moodle can develop (Shen & Huang, 2006) students' cognitive

schema, help to construct their knowledge, promote students' positive attitudes towards discussing and cooperating with peers, and increase students' skills to undertake lifelong learning by using the information technology.• applying this e-learning platform, we took advantage of students’ free time

and their availability to spend and structure their actions in order to submit homework respecting a firm deadline.

Slide 8 of 24


Contents

• The story

• Introduction

•Material and methods• Results and discussion• Conclusions

Slide 9 of 24


Material and methods (1/3)

Source: server logs collected on the e-learning platform during second semester of academic year 2011-2012. A number of 29702 records were collected over a period of approx. 3 months (29.02.2012 first record and 10.06.2012 last record record) & class/homework evidence same period.

To compare results we used 2 groups:• Group A: a group of students that attended courses, used the e-learning

platform with electronic resources and submitted homework using this solution (a number of 98 students) • Group B: a group of students that attended courses, used classic paper/listed

resources and submitted homework by e-mail in traditional way (a number of 104 students).

Slide 10 of 24



Moodle platform was installed on-line and initial settings done:• Courses were grouped on categories;• Each course was created and resources allocated; • The course was created using Topics format and at each topic we’ve defined

homework tasks;• First topic and tasks were allocated as homework between first and second

laboratory, second topic and tasks were allocated as homework between second and third laboratory, third topic and tasks were allocated as homework between third and fourth laboratory and so on. • Deadline was defined for homework and from the admin user we’ve defined only

student and professor roles. • Assignments were defined as Advanced uploading of files section.

Slide 11 of 24



• Groups A: At first laboratory meeting, students received their homework tasks and deadline for each of the task and a complete presentations and description of the e-learning platform. A short user manual was create where all necessary steps were described (how to access, log in, view resource and homework, upload files for a homework in preliminary version, view feedback, modify homework files and upload them in final version for grade). After first laboratory meeting, each student received authentication details.• Group B: attended classes in traditional way with no e-learning

support. Their material was “on paper” and homework task send as attachments by e-mail.

Slide 12 of 21


Contents

• The story

• Introduction• Material and methods

•Results and discussion• Conclusions

Slide 13 of 24


• Comparing results from Group A and Group B• Benefits in using e-learning platform• Improvements in professor-student communication • Using e-learning changed a lot students’ perception regarding

homework and their importance in the educational process.

Results and discussions (1/8)

Slide 14 of 24


Course participation Group B (traditional way) vs. Group A (e-learning)


<

Slide 15 of 24


No. of presences and absences from total face to face meetings Group B (traditional way) vs. Group A (e-learning)


=

Slide 16 of 24


Homework submissionGroup B (traditional way) vs. Group A (e-learning)


<

Slide 17 of 24


Log in vs. Log out Success vs. Error


Most of the participants chose not to sign out after using the platform – result of using personal computers, their behavior is to close the browser and no sign out.

human error or by copy/paste solution. E.g.: auth. details are received by e-mail and in a copy/paste operation: “password” “password ” (with extra space).

Change generated password

use personal computers and save their password in browser to automatically log in for next visits

Slide 18 of 24


E-learning platform access – during semester and before/after a homework submission


interest for the course does not end with course end, and resources were accessed even after course completion

Access resources

Access resources and view grades

Slide 19 of 24



Students were interested by their group structure and colleges

Homework sections the most accessed An assignment upload action (homework send) was performed after an average of 4.90 assignment view

(homework view)

View course colleges Homework view and assignment

Slide 20 of 24



influence students’ grades: students that obtained higher grades accessed more frequently the platform while students with lower grades accessed less frequently the e-learning platform.

The ratio between URL view (with a short tutorial for homework) and assignment upload action (homework submission) was recorded at the rate of 1.49 to 1 – the tutorial was accessed 1.49 times to successful resolve and submit the related homework task.

E.g. View tutorial and resolve after tutorial Actions-Marks relation

Slide 21 of 24


Contents

• Abstract

• Introduction• Material and methods• Results and discussion

•Conclusions

Slide 22 of 24


Conclusions

Using e-learning platform:• Managed to allocate more time and resources for the course;• Stimulates students creativity and spirit of responsibility to resolve and submit correct homework

(deadline); • Changed students’ perceptions about homework and their importance; • Helped in class management and avoids potential errors in identification of homework senders;• was efficient and increases students’ interest for laboratory activities and homework tasks.

Future work:• to use this approach for future courses and extend using e-learning;• to use an eye tracking system to identify sections of the course resources that are first observed;• to identify and classify students’ preferences in order to create homogenous groups according to

their perceptions of homework and educational process determine relevant characteristics that may influence, for example, delays in homework submissions.

Slide 23 of 24


Thank you for your attention!AcknowledgmentsThis work was supported in part by research centers:

1) Cercetare Dezvoltare Agora (R&D Agora) of Agora University of Oradea

(Director: I. Dzitac)

and

2) Mathematical Models and Information Systems, Faculty of Exact Sciences

of Aurel Vlaicu University of Arad.

(Director: I. Dzitac)

e-learning platforms in higher education. case study

Documents

higher education

world use elearning

interactive elearning

ioan dzitac

online education

higher access

case studyd

b computer science