Selecting and Evaluating a Learning Management System: A Moodle Evaluation Based on Instructors and Students

Selecting and Evaluating a Learning Management System: A Moodle Evaluation Based on Instructors and Students

Andreas Konstantinidis (Aristotle University of Thessaloniki, Greece), Pantelis M. Papadopoulos (Aristotle University of Thessaloniki, Greece), Thrasyvoulos Tsiatsos (Aristotle University of Thessaloniki, Greece) and Stavros Demetriadis (Aristotle University of Thessaloniki, Greece)
Copyright: © 2011 |Pages: 18
DOI: 10.4018/jdet.2011070102
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Abstract

This paper presents the rationale behind the utilization of a Moodle Learning Management System for the facilitation of a blended learning approach in the Informatics department. The authors present and analyze the steps followed in order to replace the prior decentralized organizational structure of the courses, which consisted of a multitude of different and incompatible systems. The main goal was to implement a single system, which would be easy to operate, maintain, and update, and would cater to the variety of instructor and student needs. Furthermore, evaluation data of the new system is presented in detail. The analysis of the results serves to confirm the success of this department-wide migration.
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Blended Learning

Our department conceived the proposed LMS system as a preoperational or follow-up step to face-to-face education, thus facilitating a blended learning approach. In other words, one goal was for the LMS to suitably augment the quality of face-to-face education and student support. There is evidence that blended learning has the potential to be more effective and efficient when compared to a traditional classroom model (Heterick & Twigg, 2003; Twigg, 2003).

Blended learning is defined as a learning solution, which implies a mix of the following (Garrison & Kanuka, 2004; Graham, 2005):

  • Varied delivery media: e.g., non-technology-supported and online electronic multimedia material.

  • Varied learning events: e.g., individual, self-paced and collective ones.

  • Electronic performance support: e.g., instruction based and knowledge management support.

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