Utilize este identificador para referenciar este registo: http://hdl.handle.net/10400.22/4371
Título: Impact of different moodle course designs on students? Performance
Autor: Alves, Gustavo R.
Viegas, C.
Marques, Maria A.
Costa-Lobo, Cristina
Silva, António A.
Formanski, Francieli
Silva, Juarez Bento da
Palavras-chave: Moodle resources
Students’ performance
Remote laboratories
Data: 2013
Editora: International Association of Online Engineering
Relatório da Série N.º: International Journal of Engineering Pedagogy; Vol. 3
Resumo: This work describes the impact of different teachers’ approaches in using Moodle, for supporting their courses, at the Polytechnic of Porto - School of Engineering. The study covers five different courses, from different degrees and different years, and includes a number of Moodle resources especially supporting laboratory classes. These and other active resources are particularly analyzed in order to evaluate students’ adherence to them. One particular course includes a number of remote experiments, made available through VISIR (Virtual Instrument Systems in Reality) and directly accessible through links included in the Moodle course page. The collected data have been correlated with students’ classifications in the lab component and in the exam, each one weighting 50% of their final marks. This analysis benefited from the existence of different teachers’ approaches, which resulted in a diversity of Moodle-supported environments. Conclusions point to the existence of a positive correlation factor between the number of Moodle accesses and the final exam grade, although the quality of the resources made available by the teachers seems to be preponderant over its quantity. In addition, different students perspectives were found regarding active resources: while some seem to encourage students to participate (for instance online quiz or online reports), others, more demanding, are unable to stimulate the majority of them.
Peer review: yes
URI: http://hdl.handle.net/10400.22/4371
ISSN: 2192-4880
Versão do Editor: http://online-journals.org/i-jep/article/view/2397
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