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Wednesday, March 27, 2013
Methodology
In this paper we will use three methods to help us get more datas to figure out the problems and questions. All the three ways will be taken in these five faculties:Faculty of Business and Economics, Faculty of Social Science, Faculty of Education, Faculty of Engineering, Faculty of Science.
1.In the observations, two lessons in each faculty will be observed. The lessons will be randomly chose. It is planed to observe how teacher and students use Moodle in the class. We will observe what role Moodle plays in class and in what degree, what are the functions of Moodle do they use and what is the proportion of each used function. Based on the data we will summarize how teacher and students rely on Moodle of specific course.
2.The second method we are going to take is questionnaire which is mainly for students in those five faculties. We are going to randomly choose 20 students each faculties to do the questionnaire. We want to know how Moodle used in class from students' perspective. After the data analysis of the questionnaire, we want to figure out what students' thought in using Moodle in learning and what opinions they would offer to teachers or the classes in using Moodle.
Sample questionnaire
- 1.What's your major and facility？
- 2.How many lessons you take each week？
- 3.How many lessons you take use Moodle in class each week？
- 4.In your experience, what's the mainly use of Moodle in the class?
- 5.How many functions of Moodle have been used in class you take？
- A.Forum B.Glossary C.Assignment submission D.Chat E.Wiki F.others
- 6.Do you think using Moodle in that way can help you learn better?
3.The third method is teachers' interview:
(1)Firstly,we will choose 20 teachers in
total from 5 faculties of HKU. We suppose that the subject that teacher teach
maybe have a great influence in their implementation of moodle ,so we decide to
choose 4 teachers from each faculty we mentioned above.And we also will choose
the teacher in different level of moodle use,in detail,two of them in one
faculty are use moodle much more frequently and in a high level .The others are
at a new or start use of moodle.
(2)Secondly,we will interview each teacher
face to face and mainly focus on the level of their use of moodle ,and the
learning characters of his subject,the reason they choose or do not choose to
take full use of moodle .
(3)In addition,during the interview, we will
try to :
- Prepare more questions which related with each other.
- Listen carefully to his presentation, and try to ask some useful questions based on his answers.
- To make a relaxed atmosphere and lead him answer the questions, try to get more examples form his presentation.
- To take note about his facial expression and his tone
- If he don’t know the answers of my question or he can’t understand my question, I will try to explain it with examples.
(4)after the interview,we will ask
him whether there is anything they think should be added the interview .
(5)we will do a overall coding of the
interview.
(6)Questions for teachers' interview:
(6)Questions for teachers' interview:
- 1.What subject do you teach?
- 2.How long do you use moodle for teaching and when do you start to use it?
- 3.There are different levels of functions of moodle,for example maybe the first level is just upload some information, then more participation,then maybe some assignment or something else. And which level now will your schools’ teacher get?
- 4.Is there any training lesson for teachers in school?
- 5.And how many sessions are there in the training?
- 6.The training teachers or professor comes from others schools or?
- 7.what do you think of the situation that some teachers find it very interesting to use moodle when they are in the training course, but few of them will take into practice, it’s very difficult for them to really apply the moodle into the daily teaching?
- 8.And do you think what is the most important reason that teachers don't use moodle?
- 9.What’s your opinion about IT level or equipment will be the reasons as well?Can you share the situation in this two factors in your faculty?
- 10.What your suggestions to improve the moodle use in teaching and learning?
- 11.What’s your opinion about the different attitude of moodle use between different teachers?
Statement
New technologies (in particular, the
internet) provide teachers with many interesting tools that can be used to
improve the teaching–learning process. The usefulness of these tools makes
important for teachers to have more information about the advantages and
possibilities of using technology in the classroom (Kaminski, 2005), as well as
about the results derived from their application(Martin-blas,2008). Learning
Management Systems such as Moodle are popular teaching tools with a broad
spectrum of features. However, several aspects relevant for computing education
are typically missing. This includes the annotation of materials, such as
scripts or exercises, the inclusion of slides, and the integration of algorithm
visualizations (Rößling , Kothe,2009). Moodle is an open source Course
Management System (CMS) that universities, community colleges, businesses, and
even individual instructors use to add web technology to their courses. More
than 30,000 educational organizations around the world currently use Moodle to
deliver online courses and to supplement traditional face-to-face course.
Moodle is available for free on the web, so anyone can download and install it.
More on that later in this preface (Cole and Foster, 2007). Early on Dougiamas
established (http://moodle.org) as a site for user interaction and support. The
site is one of the most active and useful sites that this writer has
experienced. It isn’t unusual for as many as 100 new users to enroll daily to
make use of the various “courses” and “forums’. Discussion areas are available
for each major feature of Moodle as well as for those under development and
testing. There are also courses for users of Moodle in 40+ languages and
dialects, and a “Teachers” Hands-on Playground” where teachers can take full
control and experiment with Moodle’s features (Dougiamas, 2004).Learning
management systems are becoming ubiquitous technology adopted at institutions
of higher learning. Before these systems can be considered effective the user
experience must be studied and analyzed to provide the optimum solution to meet
pedagogical needs of both faculty and students (Machado,2007). The main
advantage of e-learning is the opportunity for students to interact
electronically with each other and their teachers during forums, on discussion
boards, by e-mail and in chat rooms (Al-Ajlan and Zedan,2008).Though many
people associate online CMSs with distance education, we use Moodle to support
our traditional classroom instruction and facilitate communication (Perkins and
Pfaffman, 2006). The advantages of e-learning as opposed to traditional
learning are instantly evident with e-learning making education independent of
time and location. More importantly, it opens up fresh possibilities for
implementing pedagogical innovations in and environment where students are expected
to function as active, independent, self-reflected and collaborative
participants (Kakasevski, Mihajlov and Arsenovski,2008).
Moodle is widely used in education this period,
research on Moodle could make contribute to education-relate development. It is
a kind of method of learning management system, it is available to the main
trend of education development. This research for using of Moodle is based on
the different faculties including different academic areas in HKU. The using of
moodle is divided into three levels (Level 1: news forum, book, calendar,
folder, label, page, resource, URL; Level 2: assignment, choice, group choice,
feedback, lesson, notes , questionnaire, quiz, survey, Turnitin tool, Iti;
Level 3: blog, chat, database, forum, glossary, wiki, workshop). This research
try to analysis different level within different academic areas. We will use
interview, questionnaire and observation to do data collection. We will focus
on teachers and the three different levels. Meanwhile, we try to analysis
advantages and disadvantages of Moodle, and what Moodle could contribute to
education development. Also, we will discuss about teachers’ and students’ requirements
for Moodle, find out the most effective way of using Moodle.
References
[1] Martín-Blas, T., &
Serrano-Fernández, A. (2009). The role of new technologies in the learning process: Moodle as a teaching tool in
Physics. Computers & Education, 52(1), 35-44.
[2] Rößling, G., & Kothe, A. (2009).
Extending Moodle to better support computing education. ACM SIGCSE Bulletin,
41(3), 146-150.
[3] Jason Cole and Helen Foster. Using
Moodle: Teaching with the Popular Open Source Course Management System.
O’Reilly, 2007.
[4]Perkins M, Pfaffman J. Using a course
management system to improve classroom communication[J]. SCIENCE
TEACHER-WASHINGTON-, 2006, 73(7): 33.
[5] Machado M, Tao E. Blackboard vs.
Moodle: Comparing user experience of learning management systems[C]//Frontiers
In Education Conference-Global Engineering: Knowledge Without Borders,
Opportunities Without Passports, 2007. FIE'07. 37th Annual. IEEE, 2007:
S4J-7-S4J-12.
[6] Al-Ajlan A, Zedan H. Why
moodle[C]//Future Trends of Distributed Computing Systems, 2008. FTDCS'08. 12th
IEEE International Workshop on. IEEE, 2008: 58-64.
[7] Dougiamas M. Moodle: A virtual learning
environment for the rest of us[J]. TESL-EJ, 2004, 8(2): 1-8.
[8] Kakasevski G, Mihajlov M, Arsenovski S,
et al. Evaluating usability in learning management system
Moodle[C]//Information Technology Interfaces, 2008. ITI 2008. 30th
International Conference on. IEEE, 2008: 613-618.
[9] Stewart, B., Briton, D., Gismondi, M.,
Heller, B., Kennepohl, D., McGreal, R., & Nelson, C. (2007). Choosing
Moodle: An evaluation of learning management systems at Athabasca University.
International Journal of Distance Education Technologies (IJDET), 5(3), 1-7.
[10] DeSchryver, M., Mishra, P., Koehleer,
M., & Francis, A. (2009, March). Moodle vs. Facebook: Does using Facebook
for Discussions in an Online Course Enhance Perceived Social Presence and
Student Interaction?. InSociety for Information Technology & Teacher
Education International Conference (Vol. 2009, No. 1, pp. 329-336).
Sunday, March 3, 2013
Supporting literatures
Group topic and outline
Topic: Moodle implements in different faculties in HKU
Research problem: Lack of using Moodle in some faculties
Purpose statement: To study why some faculties do not use Moodle in teaching and learning
Research question:
1.What's the level and situation of teachers' use of moodle in the university of Hong Kong?
2.What's the reasons lead to teachers don't use moodle in the university of Hong Kong?
Outline of the topic
https://docs.google.com/a/connect.hku.hk/document/d/1EbEVpNyxgcARZXGoUJqqvb_RgrQGlnd9DZMfqQQGmyw/edit
1.What's the level and situation of teachers' use of moodle in the university of Hong Kong?
2.What's the reasons lead to teachers don't use moodle in the university of Hong Kong?
Outline of the topic
https://docs.google.com/a/connect.hku.hk/document/d/1EbEVpNyxgcARZXGoUJqqvb_RgrQGlnd9DZMfqQQGmyw/edit
HI There
Here is Group Big Four～
Our Group Member： Abby (Yao Ruyan)
Apple(Ding Xingyi)
Janey(Hu Jiani)
Tracy (Chen Zhiyuan)
Our Group Member： Abby (Yao Ruyan)
Apple(Ding Xingyi)
Janey(Hu Jiani)
Tracy (Chen Zhiyuan)
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