Some Experiences of E-Learning in the Moodle E-Learning Environment

Some Experiences of E-Learning in the Moodle E-Learning Environment

Virve Siirak (Tallinn University of Technology (TUT), Estonia)
Copyright: © 2011 |Pages: 6
DOI: 10.4018/978-1-60960-057-0.ch023

Abstract

In this chapter it is argued that blended learning with web-based support by the Moodle e-learning environment based on social constructivist learning theory is an effective tool for teaching and learning ergonomics and human factor issues for future managers. The author has eight years experience of computer based teaching and learning. The author`s own teaching experience of the Moodle e-learning environment for creating and providing courses in Tallinn University of Technology (TUT), in Tallinn School of Economics and Business Administration at TUT, will be presented. According to the questionnaires given to students at the end of each course, the teaching and learning in the Moodle e-learning environment as blended learning is very useful for development of a learning culture and efficiency. The efficiency and motivation for learning are higher than providing traditional methods of learning. New possibilities and dimensions for teaching and learning are opening.
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E-Learning As A Solution For New Challenges

New Challenges for Higher Education

We are living in time of deep global changes. Technology, economy, norms/values and labor market are changing on a global level. New competence requirements in the ICT (information and communication technology) sector and in information and knowledge work mean new challenges for national educational systems. Understanding of human and organizational behaviour, cultural understanding, communication and language skills, and the capacity for conceptual thinking are important competencies needed in the future. The impact of rapid development of Infocommunication Technology (ICT) to all aspects of the society is described by Bradley 2001,2003,2006.

The process of social and psychosocial change and ICT from a global perspective is described in the Convergence Model on ICT and psychosocial life environment. Effects on humans are becoming more multifaceted and complex. Increasing access to more and better information is available by rapidly development of technology. The impact of rapid development of Infocommunication Technology (ICT) to all aspects of the society is described by Bradley by the Convergence Model on ICT and Psychosocial Life Environment (Bradley, 2001, 2006). According to this model it is now very actual to help students turn information into knowledge, teachers need to know and obtain new teaching strategies.

In this situation, new challenges for the higher education are continued. The growing interest of blended learning (combination of traditional teaching methods of face to face and online media) in higher education is indicated by the increasing number of studies in this area (Poole 2006, Irons et al. 2002; ; O`Toole et al. 2003; Stubbs et al., 2003). In University of Central England in Birmingham (UCE), academic staff are encouraged to incorporate both traditional and web-based ICT (information and communication technology) modes of teaching and learning in the courses they deliver, using Moodle software. Preliminary quantitave evaluations at UCE have releaved that over 70 percent of the 388 students in the sample from across all faculties claimed to have enjoyed using the web-based aspects of blended courses. Over 75 percent of a sample of 329 students felt that Moodle had helped them learn the subject and nearly 80 percent of the sample reported that they would like future modules be blended in this way (Poole, 2006; Staley 2005).

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