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You've heard about the learning content management system with the funny name, and wondered if it's right for your students. This book explains Moodle and what you can do with it.

Today, it is almost impossible to implement teaching processes without using information and communication technologies (ICT), especially in higher education. Education institutions often use learning management systems (LMS), such as Moodle, Edmodo, Canvas, Schoology, Blackboard Learn, and others. When accessing these systems with their personal account, each student’s activity is recorded in a log file. Moodle system allows not only information sav-ing. The plugins of this LMS provide a fast and accurate analysis of training sta-tistics. Within the study, the capabilities of several Moodle plugins providing the assessment of students' activity and success are reviewed. The research is aimed at discovering possibilities to improve the learning process and reduce the num-ber of underperforming students. The activity logs of 124 participants are ana-lyzed to identify the relations between the number of logs during the e-course and the final grades. In the study, a correlation analysis is performed to determine the impact of students' educational activity in the Moodle system on the final assess-ment. The results reveal that gender affiliation correlates with the overall perfor-mance but does not affect the selection of training materials. Furthermore, it is shown that students who got the highest grades performed at least 210 logs dur-ing the course. It is noted that the prevailing part of students prefers to complete the tasks before the deadline. The study concludes that LMSs can be used to pre-dict students' success and stimulate better results during the study. The findings are proposed to be used in higher education institutions for early detection of stu-dents experiencing difficulties in a course.

Online learning platforms play an important role in modern education. However, they may not be sufficiently represented in educational institutions. In this regard, the research objectives are set, namely: organize a comparative analysis of several popular distance learning platforms (Moodle, Open edX and NEO LMS) in accordance with the criteria (system features, content support, content creation, user management, reporting system; conduct consultation with university teachers, during which they will highlight the benefits of distance education systems from the point of view of the teacher; and test students, who use the online platform for learning in order to clarify its impact on academic performance. While consulting with 40 teachers of Russian and Chinese universities (Moscow State University, Higher School of Economics, Peking University, Tsinghua University), the following advantages of distance platforms have been highlighted: greater freedom of access, lower education prices, the possibility of dividing the content of the e-course into modules, flexibility of education, the ability to keep up with modern pace of life, and the ability to define criteria for assessing knowledge. According to the results of testing, after working with the Moodle platform, students (300 people in total) with different academic performance have improved their results. The most significant improvement has occurred among students with “unsatisfactory” grades; more than 50% have improved their results. Analysis of distance learning systems, testing of students and consultation with teachers allow saying that such platforms help to make education more accessible and convenient. Besides, information technologies are introduced in the educational process. That is why it is important to implement such platforms in higher education.

The paper examines differences and similarities among learners regarding their approaches to the LSP-TEOC.Pro self-study course designed for enhancing competences in LSP teacher training. The inquiry addresses differences and similarities between extrinsically and intrinsically motivated course participants, and explores how forthcoming participants could benefit from these insights. Within this discussion, an already existing typology is continued, with a qualitative approach which analyses, interprets and explains the quantitative results in depth, specifically, the two identified groups of learners distinguished by their extrinsic or intrinsic motivation. The discussion reveals differences in approaches between the two groups, and findings suggest that these differences manifest across three levels: 1. time actively spent in the system, 2. activities completed, including optional materials and tests, and 3. the sequence in which modules are completed. The paper examines differences and similarities among learners regarding their approaches to the LSP-TEOC.Pro self-study course designed for enhancing competences in LSP teacher training. The inquiry addresses differences and similarities between extrinsically and intrinsically motivated course participants, and explores how forthcoming participants could benefit from these insights. Within this discussion, an already existing typology is continued, with a qualitative approach which analyses, interprets and explains the quantitative results in depth, specifically, the two identified groups of learners distinguished by their extrinsic or intrinsic motivation. The discussion reveals differences in approaches between the two groups, and findings suggest that these differences manifest across three levels: 1. time actively spent in the system, 2. activities completed, including optional materials and tests, and 3. the sequence in which modules are completed. The paper examines differences and similarities among learners regarding their approaches to the LSP-TEOC.Pro self-study course designed for enhancing competences in LSP teacher training. The inquiry addresses differences and similarities between extrinsically and intrinsically motivated course participants, and explores how forthcoming participants could benefit from these insights. Within this discussion, an already existing typology is continued, with a qualitative approach which analyses, interprets and explains the quantitative results in depth, specifically, the two identified groups of learners distinguished by their extrinsic or intrinsic motivation. The discussion reveals differences in approaches between the two groups, and findings suggest that these differences manifest across three levels: 1. time actively spent in the system, 2. activities completed, including optional materials and tests, and 3. the sequence in which modules are completed. The paper examines differences and similarities among learners regarding their approaches to the LSP-TEOC.Pro self-study course designed for enhancing competences in LSP teacher training. The inquiry addresses differences and similarities between extrinsically and intrinsically motivated course participants, and explores how forthcoming participants could benefit from these insights. Within this discussion, an already existing typology is continued, with a qualitative approach which analyses, interprets and explains the quantitative results in depth, specifically, the two identified groups of learners distinguished by their extrinsic or intrinsic motivation. The discussion reveals differences in approaches between the two groups, and findings suggest that these differences manifest across three levels: 1. time actively spent in the system, 2. activities completed, including optional materials and tests, and 3. the sequence in which modules are completed.

Moodle is widely used in higher education institutions in this digital age. With the growing popularity of Moodle use in education, this study aimed to research on the factors that influence student users' intentions to adopt Moodle for learning purposes in Macau. A total of 564 students from nine departments at the University of Macau responded to a survey in which ten constructs from a framework that integrated the Diffusion of Innovation Theory and Technology Acceptance Model, were measured. The results of this study showed that the research model had a good fit. Two variables—usefulness and ease of use—had significantly influenced Macau students' attitudes towards Moodle use. Other variables such as usefulness, attitude, and perceived behavioral control were found to be important determinants of students' behavioral intentions. Furthermore, usefulness was significantly associated with ease of use, output quality, trialability, as well as subjective norm. Students' perceptions on the ease of use was significantly influenced by technology complexity and trialability. On the whole, the proposed research model had explained 66% of the variance of Macau university students' behavioral intentions to use Moodle. This study contributed to deepening our understanding of technology acceptance theories by contextualizing the current study within the Macau higher education.

BackgroundThe Moodle Learning Management System (LMS) is widely used in online teaching and learning, especially in STEM education. However, educational research on using Moodle is scattered throughout the literature. Therefore, this review aims to summarise this research to assist three sets of stakeholders—educators, researchers, and software developers. It identifies: (a) how and where Moodle has been adopted; (b) what the concerns, trends, and gaps are to lead future research and software development; and (c) innovative and effective methods for improving online teaching and learning.The review used the 4-step PRISMA-P process to identify 155 suitable journal articles from 104 journals in 55 countries published from January 2015 to June 2021. The database search was conducted with Scopus and Web of Science. Insights into the educational use of Moodle were determined through bibliometric analysis with Vosviewer outputs and thematic analysis.ResultsThis review shows that Moodle is mainly used within University STEM disciplines and effectively improves student performance, satisfaction, and engagement. Moodle is increasingly being used as a platform for adaptive and collaborative learning and used to improve online assessments. The use of Moodle is developing rapidly to address academic integrity, ethics, and security issues to enhance speed and navigation, and incorporate artificial intelligence.ConclusionMore qualitative research is required on the use of Moodle, particularly investigating educators’ perspectives. Further research is also needed on the use of Moodle in non-STEM and non-tertiary disciplines. Further studies need to incorporate educational theories when designing courses using the Moodle platform.

In the higher education sector, a new era has begun with the advent of ubiquitous learning environments. Ubiquitous learning tools allow improving context-aware as well as learning experiences by offering seamless availability regardless of location all the time. They also help in establishing effortless interaction between authentic and digital learning resources and at the same time offering personalised learning opportunities as well. There are numerous available ubiquitous e-learning tools that can be employed in higher education. E-learning tools also offer training and higher education to many students that have different higher educational levels and come from diverse cultural backgrounds. However, if the capabilities of e-learning are underestimated, these may not be successful in higher education. Some of the people lack understanding about the limitations and weaknesses of e-learning, while some may have superfluous expectations. In this paper, various e-learning tools like Wikipedia, MOODLE, Web 2.0, Web 3.0 and Blackboard have been evaluated. We also comment on key aims regarding each tool and investigate the disadvantages and advantages. Based on this analysis, a global view regarding the current as well as future tendencies pertaining to ubiquitous e-learning tools is obtained and thus possible key comments are provided for employing e-learning tools like MOODLE, Web 2.0 and Web 3.0 in the classroom. Based on our teaching experience, MOODLE was found to be efficient in the development of e-learning. MOODLE was favoured by a majority of authors and practitioners rather than Blackboard. However, MOODLE cannot be considered a fully pure social software since it does not include social networks. In this review, the scope of employing ubiquitous learning environments has been presented in higher education contexts. However, it increases the requirement for transparent research that shows practical implications to generalise future development processes. Moreover, it was shown that e-learning 3.0 is one amongst the key trends employing Web 3.0 tools for social learning. Also, on the Internet, quick incorporation of new services into existing applications like integrating Wiki with Web 3.0 can be done easily. The primary risk here would be the fact that lecturers and students are not fully aware that these web services are not controlled by their universities. Since these servers have been installed in many different countries, the principles and privacy laws vary from country to country.

The current technological revolution has reached all social classes and its educative use by teachers has not gone unnoticed. The introduction of 2.0 tools has become a reality in many classrooms. In order to evaluate the digital competence of teachers, different dimensions must be considered, including knowledge and educative use. The first objective of this research is to find out whether there are any differences between the knowledge and use of teaching staff of ICT, specifically regarding different 2.0 tools, as well as different modules on the Moodle virtual platform, using the t-Student test. The second objective is to analyse, through a multiple linear regression model, which factors have an effect on the level of digital competence: gender, age and educational stage. With this aim, a non-experimental, ex post facto type of research has been carried out with a study population of 81 teachers from the community of Madrid (Spain). The results have shown that there are statistically significant differences between the knowledge and use of 2.0 tools and Moodle Modules. In addition, the results have found that the variables age and gender have an effect on the prediction of the level of pedagogical digital competence of the teaching staff, while the educational stage in which they teach has no effect. The conclusions derived from this study can help to develop educational interventions focused on improving the unfavourable digital competence of teachers.

At present, most schools are short of intelligent teaching platform resources for aesthetic education, which leads to the lack of personality education and emotional education, as well as the poor interaction and experience of emotional communication. Based on this, this paper first analyses the connotation and role of Moodle info platform, then studies the current situation and problems of aesthetic education info teaching, and finally gives the construction strategy of AI aesthetic education platform based on Moodle.

Learning Management System (LMS) Moodle (Modular Object-Oriented Dynamic Learning Environment) is used by educators and institutions around the world and is an effective solution for creating and delivering engaging online courses. Moodle has also gained popularity in universities across Slovakia which have adopted it as their preferred Learning Management System for managing and providing e-learning content. The use of Moodle courses in university education in Slovakia has several benefits, including increased access to education for students, improved engagement and interaction between students and instructors, and greater flexibility for students in terms of when and where they can complete coursework. The paper aims to investigate the integration of this learning/content management system in the area of philology (linguistics/applied linguistics, translation, culture, literature, didactics) by analysing Moodle courses offered by the Department of English Language and Literature at Trnava University’s Faculty of Education. The study analyses existing Moodle courses from multiple perspectives to identify digital service advancements in philological study programs, including teacher and non-teacher training programs. The study examines various features of Moodle courses, including the number of courses offered, the subjects covered, course structure, learning materials employed, methods of assessment and feedback, communication and collaboration tools utilised, and integration of online and multimedia resources. The paper presents the essential findings and provides insights into the current situation. Identifying gaps in the existing state and suggesting areas for further research, aims to advance understanding in the field.