1. Home

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

Valentina Garkule, Valērijs Makarevičs

Abstract


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.

Keywords


vocational education; e-learning; MOODLE learning environment; formal training; informal education

Full Text:

PDF

References


Ainsworth H., Eaton S. (2010) Formal, non-formal and informal learning in the sciences.Calgary: Onate Press and Eaton International Consulting (EIC) Inc.

Ayan E. (2015) Moodle as Builder of Motivation and Autonomy in English Courses. OpenJournal of Modern Linguistic. No. 5. 6-20.

Andeews T., Daly C. (2008) Using MOODLE, an open sourse learning management system, to support a national teathing and learning collaboration. Proceeding of the 2008 AaeE Conference. Yepoon. Barton: A.C.T. Institution of Engineers. 482-487

Did C.Z. (1988) Formal, non-formal and informal Education: concepts/applicability.Cooperative Networks in Physics Education – Conference Proceeding 173. New York:American Institute of Physics. 300-315.

Dirksen, J. (2012) Design for how people learn. Berkeley: New Riders.

Garrison D.R. (2011) E-Learning in the 21st Century: A Framework for Research and Practice. London: Routletge / Falmer.

Kolb D. (1984). Experiential learning: experience as the source of learning and development Englewood Cliffs, New Jersey: Prentice Hall.

Kong S.C., Chan T.W., Griffin P., Hoppe U., Kinshuk R.H., Lool C.K., Milrad M., Norris C.,Nussbaum M., Sharples M., Winnie So W.M., Soloway E and Shengquan Yu. (2014) E-Learning in School Education in the Coming 10 Years for Developing 21st Century Skills: Critical Research Issues and Policy Implications. Journal of Educational Technology & Society. Vol.17. No 1. 70-78.

Lopes A.P. (2011) Teaching with moodle in higher Education. 5-th International Technology Education and Development Conference. 7-9 March, 2011. Valencia: Institute of Accounting and Administration. 970-978.

Olson J.M., Codde, J., Maagd, K., Egido, R. (2011) An Analysis of e-Learning Impact & Best Practices in Developimg Countries Michigan State University. cas.msu.edu/wp-content/uploads/2013/09/E-Learning-White-Paper-oct-2011-pdf (01.11.2017).

Pappas C. (2014) Cognitive Load Theory and Instructional Design.https://www.slideshare.net/elearningindustry/cognitive-load-theory-and-instructional-design (23.11.2017).

Pasko J.R. (2015) Revolution or evolution in the twenty-first century pedagogy. Theory for practice in tke education of contemporary society. Rīga: RPIVA. 83-88.

Schunk D.H. (2000) Learning Theories: An Educational Perspective. Jersey: Merrill.

Skorniakova, A.Ju. (2012) Use of the Sphere of Distance Learning MOODLE in Mathematical Training of Teacher’s Training University Students. Ярославский педагогический вестник. №2. Том 11. Ярославль: ЯПУ. 225-228.

Tomsons D. (2010) MOODLE datubāžu izmantošana skolvadībā.Rīga: LU.

Valdemiers A. (2015) Efective management of the study process using e-learning system of the RTTEMA MOODLE. Theory for practice in tke education of contemporary society. Rīga: RPIVA. 163-169.

Vijayakumar S. (2013) Developing differentiated instructional materials based on learning style using MOODLE. http://www.academia.edu/6780815/Developin differentiated instructional_materials_based_on_learning_styles_using_ MOODLE (08.08.2017).testing. Research in Learning Technology. Vol.24. 1-14. https://journal.alt.ac.uk/index.php/rlt/article/view/1760 (22.11.2017).

Walker R., Handley Z. (2016) Designing for learner engagement with computer - based testing. Research in Learning Technology. Vol.24. 1-14.https://journal.alt.ac.uk/index.php/rlt/article/view/1760 (22.11.2017).

Watanabe K. (2005) A Study on needs for e learning – Through the analysis of national survey and case studies. Progress in informatics. No 2. 77-86.

Беляков, С.А., Вахштайн, В.С., Галичин, В.А., Иванова, А.А., Карпухина, Е.А., Клячко,Т.П., Константиновский, Д.Л., Куракин, Д.Ю., Полушкина, Е.А., Яхин, Ю.А. (2006) Мониторинг непрерывного образования: инструмент управления и социологические аспекты/ Науч. рук. А.Е.Карпухина. Москва: МАКС Пресс.

Захарова, В. А. (2013) Развитие кооперативного обучения: от «e-learning” до „we-learning”. Образовательные технологии и общество. №2. 529-546.

Кравченко, Г.В. (2015) Педагогические особенности организации дистанционного обучения в среде MOODLE (Pedagogical Features of Distance Learning in the MOODLE Environment). Известия Алтайского государственного университета.3(87). Том 1. Барнаул: АГУ. 59-63.




DOI: https://doi.org/10.17770/sie2018vol1.3101

Refbacks

  • There are currently no refbacks.
Rēzeknes Tehnoloģiju akadēmija, 2016 © Atbrīvošanas aleja 115, Rēzekne, Latvija. Tālrunis: 28325368;
Jautājumus un ierosinājumus sūtiet uz helpdesk@rta.lv