Engaging Engineering Students in the Educational Process Using Moodle Learning Environment

Engaging Engineering Students in the Educational Process Using Moodle Learning Environment

Oksana Labanova (TTK University of Applied Sciences, Estonia), Anne Uukkivi (TTK University of Applied Sciences, Estonia), Elena Safiulina (TTK University of Applied Sciences, Estonia) and Marina Latõnina (TTK University of Applied Sciences, Estonia)
Copyright: © 2020 |Pages: 25
DOI: 10.4018/978-1-7998-1591-4.ch014

Abstract

Modern pedagogical practice emphasizes the use of technology as an opportunity to personalize the learning process and the need to take into account students' new needs. The purpose of this chapter is to offer a model of presenting online learning materials in mathematics that involves students in a continuous learning process. This model consists of textual materials, video materials, and tests in Moodle virtual learning environment (VLE). Textual materials include short theoretical materials with examples, self-control exercises, and worksheets with step-by-step solutions. The model includes five different types of videos: mini-lectures, problem solving walkthroughs, instructional videos, interactive videos, and individual videos. The testing system includes training, control, and bonus tests. Creating all parts of the model requires the use of specific didactical techniques. The students' feedback to this model has been highly positive.
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Background

As the environment around us changes constantly, one needs to keep up to date with the changes and adapt to the learning activities. Teachers face the same challenge and the need to reorganise the educational process is evident. Thousands of matches are found in databases for such searches, it shows how relevant this topic is. Unfortunately, there is a lack of literature about the detailed pedagogical principles that have been used to compile a complete set of course materials. This chapter is attempting to fill this gap.

Key Terms in this Chapter

Problem-Based Learning: An educational process in which students learn about a subject through the experience of solving an open-ended problems and that allows for learners to develop skills used for their future practice.

Long-Term Teaching: A process where teacher has logically grouped and sequenced the standards-aligned learning goals for own course that build upon one another conceptually, leading towards course-end goals.

Learning Model: A combination of mechanisms and activities that are involved in acquiring new skills and knowledge, with the aim of encouraging and facilitating learning.

Assessment Strategies: The ways to learn about student strengths and weaknesses, identify specific learning needs, and collect feedback on the effectiveness of learning instructions.

Pedagogical Principles: The principles used to create and present learning materials in online environment.

Self-Education: The process of independent acquisition of knowledge and skills.

Constructive Feedback: Supportive feedback given to students to address specific issues or concerns.

Pedagogical Design: The process for course development using specific learning objectives and pedagogical theories to identify teaching strategies, activities and assessments to achieve desired educational outcomes.

Professional Competencies: Skills and knowledge that are specifically valued by the professional associations and organizations, which are connected to students’ future career.

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