1. Moodle early Early Use by Teachers in Higher
Education: An Exploratory Study
Patrícia Fidalgo, João Paz and Fernando Luís Santos
Instituto Piaget
Add an IMS content package Discussion
Display a directory Our results show that although different, all groups
Link to a file or website use similar resources and activities and the
Compose a web page
perceptions of teachers are mostly positive, again
Introduction Compose a text page
Figure 1.
Insert a label
cutting across all groups and considering factors
such as communication, repository and educational
Studies about Moodle usage in Portugal in Book
use. Considering that teachers of groups A and B
secondary schools (Lisbôa et al., 2007) and HE C – b-learning (80%) B – b-learning (20%) A – face-to-face had only basic training about the use of Moodle
Institutions (Magano, Castro & Carvalho, 2008; and group C had a more advanced training it is
Lencastre, Vieira & Ribeiro, 2007) stressed that Figure 3. Resources usage in Moodle
somewhat surprising that there were no statistically
Moodle is mainly used as a content distributing significant differences between groups. The early
platform and the importance of further teachers stages of Moodle implementation in the Institution
training to change practice and to encourage higher Wiki
Assignments
may contribute to explain this result.
quality use. In the course of our research we expect Quiz
Database
to contribute with useful information for users and
SCORM/AICC
Choice
Questionnaire
educational institutions in the process of using and Lesson
Survey
implementing this kind of platforms.
References
Glossary
FLV player
Forum
Journal
Chat Lencastre, J. G., Vieira, L. F., & Ribeiro, R.
C – b-learning (80%) B – b-learning (20%) A – face-to-face (2007). Estudo das Plataformas de eLearning em
This poster is a report on the findings of an Figure 4. Activities usage in Moodle
Portugal. Lisboa. Retrieved 25 March 2010 from
exploratory study conducted in a Higher Education Figure 1. The study
http://www.elearning-pt.com/lms2
Institution about type of use, effects on teaching Lisbôa, E. S., Jesus, A. G., Varela, A. M., Teixeira,
practice and perceptions of teachers about Moodle Group A Group B Group C
G. H., & Coutinho, C. P. (2007). LMS em
as an instructional tool in both on-line and face to N=24
Median
rank
N=7
Median
rank
N=4
Median
rank
X² p Contexto Escolar: estudo sobre o uso da Moodle
face courses. pelos docentes de duas escolas do Norte de
Question
Findings A. Contact with students is facilitated through the use of
4 4 4.5 .836 .658
Portugal. Educação, Formação &Tecnologias, 2(1),
All figures are presented as percentage of stacked
synchronous and asynchronous tools
44-57.
allowing the comparison of the proportional B. It is an excellent repository of various types of content 5 4 4.5 1.426 .490
Magano, J., Castro, A. V., & Carvalho, C. V.
Context contributions of all groups. (2008). O e-Learning no Ensino Superior: um caso
C. Work on Moodle from any location is a plus 5 5 5 .274 .872
D. Work on Moodle at any time that is convenient to me is a
plus
5 5 5 .757 .684 de estudo. Educação, formação & Tecnologia,
Piaget Institute has made an effort to modernize its 1(1), 14.
E. It's very useful for organizing my classes 2 2 2.5 .724 .696
technological infrastructure to implement a training F. Moodle is very useful to receive assignments from students 4 4 4.5 2.813 .244
model able to answer XXI century learning To (support) activities in the classroom
G. Help me to save time in the organization of classes 3 3 3 .708 .701
challenges, where the presence of Moodle is a To (support) activities outside school hours H. Moodle has resources and/or activities to meet the
2 2 2 1.630 .442
The authors
objectives that I propose in my classes
constant, as support to face-to-face teaching, or in
To keep the resources of my course organized …
I. Does not make the relationship between teacher and student
2 3 2.5 3.047 .217
To receive students' work impersonal
blended courses where the teaching has a strong To communicate with students …
Patrícia Fidalgo
J. It is flexible in terms of structure 3 3 3 .856 .651
(pfidalgo@almada.ipiaget.org)
on-line presence. For evaluation of students …
K. It is flexible in terms of content there may arise 2 2 1.5 4.054 .131
Twitter: pfidalgo1
As a repository of content
The Piaget Online Education and Training Unit is L. Working with Moodle is not difficult and/or complicated and
doesn’t require specific technical skills
2 2 2.5 1.213 .545 João Paz (jpaz@almada.ipiaget.org)
Twitter: joaopaztwtr
C – b-learning (80%) B – b-learning (20%) A – face-to-face
formally responsible for assuring access and M. The appearance is attractive 2 3 3.5 3.383 .184
Figure 2. Reasons for using Moodle Fernando Luís Santos
availability to Moodle LMS and the training of N. Moodle has educational use 2 2 1.5 .0453 .977
NS (fsantos@almada.ipiaget.org)
students and teachers in each Campus. This study Twitter: flsantos
Figure 5. Teachers perceptions on Moodle.
was conducted by the Almada Team of that Unit. Avaliable for download: http://slidesha.re/mNEzl4