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Fidalgo P, Paz J, Santos FL (2011). Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study. eleed, Vol. 8. (urn:nbn:de:0009-5-31613)

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%0 Journal Article
%T Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study
%A Fidalgo, Patrícia
%A Paz, João
%A Santos, Luís Fernando
%J eleed
%D 2011
%V 8
%N 1
%@ 1860-7470
%F fidalgo2011
%X The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process.These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching.A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training.
%L 370
%K LMS
%K e-learning
%K higher education
%K learning management system
%K Moodle
%U http://nbn-resolving.de/urn:nbn:de:0009-5-31613

Bibtex

@Article{fidalgo2011,
  author = 	"Fidalgo, Patr{\'i}cia
		and Paz, Jo{\~a}o
		and Santos, Lu{\'i}s Fernando",
  title = 	"Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study",
  journal = 	"eleed",
  year = 	"2011",
  volume = 	"8",
  number = 	"1",
  keywords = 	"LMS",
  keywords = 	"e-learning",
  keywords = 	"higher education",
  keywords = 	"learning management system",
  keywords = 	"Moodle",
  abstract = 	"The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process.These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching.A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58\%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67\% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training.",
  issn = 	"1860-7470",
  url = 	"http://nbn-resolving.de/urn:nbn:de:0009-5-31613"
}

RIS

TY  - JOUR
AU  - Fidalgo, Patrícia
AU  - Paz, João
AU  - Santos, Luís Fernando
PY  - 2011//
TI  - Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study
JO  - eleed
VL  - 8
IS  - 1
KW  - LMS
KW  - e-learning
KW  - higher education
KW  - learning management system
KW  - Moodle
N2  - The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process.These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching.A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training.
SN  - 1860-7470
UR  - http://nbn-resolving.de/urn:nbn:de:0009-5-31613
ID  - fidalgo2011
ER  -

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ISI

PT Journal
AU Fidalgo, P
   Paz, J
   Santos, LF
TI Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study
SO eleed
PY 2011
VL 8
IS 1
DE LMS; e-learning; higher education; learning management system; Moodle
AB The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process.These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching.A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training.
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These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching.
A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training.</abstract>
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Full Metadata

Bibliographic Citation eleed, Vol. 8, Iss. 1
Title Using Moodle as a support tool for teaching in Higher Education in Portugal: an exploratory study (eng)
Author Patrícia Fidalgo, João Paz, Fernando Luís Santos
Language eng
Abstract The use of virtual learning environments in Higher Education (HE) has been growing in Portugal, driven by the Bologna Process. An example is the use of Learning Management Systems (LMS) that translates an opportunity to leverage the use of technological advances in the educational process. The progress of information and communication technologies (ICT) coupled with the great development of Internet has brought significant challenges to educators that require a thorough knowledge of their implementation process. These field notes present the results of a survey among teachers of a private HE institution in its use of Moodle as a tool to support face-to-face teaching. A research methodology essentially of exploratory nature based on a questionnaire survey, supported by statistical treatment allowed to detect motivations, type of use and perceptions of teachers in relation to this kind of tool. The results showed that most teachers, by a narrow margin (58%), had not changed their pedagogical practice as a consequence of using Moodle. Among those that did 67% attended institutional internal training. Some of the results obtained suggest further investigation and provide guidelines to plan future internal training.
Subject LMS, e-learning, higher education, learning management system, Moodle
Classified Subjects
ddc
  • 006.78, multimedia systems, programs
  • 153.15, learning
  • 371.358, electronic distance education
pacs
  • C6130M, multimedia
  • D2030, education and training it applications
DDC 370
Rights fDPPL
URN: urn:nbn:de:0009-5-31613
Language
  1. Deutsch
  2. English
Contents
Background
Research Context
Methodology
Study population
Implementation
Study limitations
Analysis and discussion of results
Conclusions
References
Appendix A
Teacher's questionnaire
Navigation
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courseware critical thinking cross-media publishing darwikinism data interchange data mining Data processing decision making design design research desktop publishing development and exploitation of software components Didaktik didaktische Methodik didaktischer Entwurf digital age digital library distance education distance learning DMG-Lib document management document server Dozent Drehbuch e-assessment e-journal e-language learning e-learning e-Learning 2.0 e-learning application e-learning design e-learning technology E-Learning-Integration e-learning-Plattformen e-learning-systems ecology edu-sharing education Educational Broadcasting Educational content Educational technology Educational Television Edukalibre project EDV-Infrastruktur Effizienzmessung ELAN III eLearning community portals Electronic Documents eleed eLite project emergence eModeration Empirische Studie Employees engineering education Enterprise Java Open Source Architecture (EJOSA) Entwurfsprozess Lernen 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Interaktiver Software-Entwurf internet Internet in education invisible computing IT Infrastructure Library ITIL Java juristische Argumentation knowledge creation knowledge management Kollaboration Kongress Kursplattform Kursverwaltung künstliche neuronale Netze language learning theories large course design Latent Semantic Analysis latent semantic analysis LCMS learn at work learner learning learning by teaching learning content management system (LCMS) learning design learning fields learning management platform learning management system learning networks learning object repository learning objects learning platform learning processes learning resources learning situation learning systems learning technology standards learning theory Learning-Content-System Learnmanagement Lehrer Lehrerfortbildung Lernen Lernen durch Lehren Lernerfolg Lernfeld Lernmanagement-Plattfom Lernplattform Lernpsychologie Lernsituation library lifelong learning LMS logfile analysis LOM lsa Management Management von verteilten Lehrinhalten market orientation mash-up mathematical application mathematical problem solving mathematische Anwendung Medienautor Mediendidaktik Medienpädagogik medium sized enterprise metadata middle east MOA-model Mobile Learning Model Driven Architecture (MDA) Modellversuch Moodle motivation multilinguality multimedia multimedia documents Multimedia-Autor multivariate Methoden multivariate methods Nachhaltigkeit von Inhaltsentwicklungen navigation support negotiation of meaning net-based pedagogy new media in technical education nursing education nursing skills and competences online course online survey Onlinestudie open content open course open source Open University Support System (OpenUSS) OpEN.SC OpenFUXML OpenUSS organisation model Organisationsforschung Organisationsmodell Organizational learning PACE paradigms peer-support performance of blended learning Personal Competence Manager personalization personalized recommendation phenomenography pilot project placement positioning prior knowledge PROBADO Problem-Based Learning process and chemical engineering professional development programming programming interface project management Projektmanagement Prozessmanagement Psychologie public administration Pädagogik quality Qualitätsmanagement R-Statistical computing recommender system Redaktionssystem reflection repository networks reusability and interoperability reusable learning materials ROI reusable object and instruction role expectations Rollenverständnis satisfactions scientific use of web SCORM Second Life second life Security measures selbstorganisiertes Lernen self directed learning environment self-directed learning self-organized community self-organized learning seminarbegleitend Seminardesign service service integration serviceorientierte Gesamtkosten situated learning small and medium sized companies small sized enterprise social behaviour social constructivist Social Learning social network analysis social networks 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