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Spectacle of Clicks: Logs from MOODLE
Seyyed Abdollah Shahrokni
Iran University of Science and Technology (IUST)
[email protected]; [email protected]
Ali Talaeizadeh
Fahim Language School (TLS)
[email protected]
Abstract
This paper attempts to analyze the system logs from
a
Virtual
Learning
Environment
(VLE)
courseware, Moodle, and investigate the participant
online clicking patterns as engaged in different
learning tasks. Virtualizing a language school in
keeping with recent technological advances in the
field of Computer-assisted Language Learning
(CALL), the researchers installed the package and
enabled the log-keeping capability of the module for
further tracking of the student progress as well as
alleviating possible technical difficulties. The
database recorded raw data on 3 levels, 10 courses,
115 participants, 180 days, 6 activities, and 2984
actions which could be extracted in 3 different
formats. The results suggest that forums, messages,
and chats were among the most favourite online
tasks the participants attempted in their respective
courses, regardless of their perceived proficiency
levels. This is further evidence for the effectiveness
of social-constructivist courseware, including
Modular Object-Oriented Dynamic Learning
Environment (MOODLE).
Keywords: E-learning; Computer-assisted Language
Learning (CALL); Virtual Learning Environment
(VLE); Content Management System (CMS);
MOODLE; Logs
Introduction
Technology has changed the perception of
conventional classes, virtualizing most aspects of
teacher-student interactions, and Virtual Learning
Environments (VLE) have found their way into
language teaching syllabi (Martín-Blas, &
Serrano-Fernández).
A/synchronous
communication, group work, assessment, and
tracking tools make these course management
systems (CMS) versatile platforms in keeping with
current theories of language teaching while
offering unique opportunities for research.
Indeed, one of such open-source systems is Moodle, a leading
open source CMS packages used by North American and
European universities (Beatty, & Ulasewicz, 2006; Itmazi, &
Megias, 2005).
Table 1. Frequency of Recorded Actions (Individual Classes)
Figure 2. Patterns in Clicks
Figure 1. Typical Moodle Classroom
Pedagogical Implications
Methodology
Participants
There were 115 (N=115) male participants in the study,
forming 10 classes, and ranging in English proficiency level
from A1-C1 (Preliminary-Expert) based on CERF. They
ranged in age from 20-35 and all had the required
background knowledge about Internet surfing.
Materials
Moodle web features including forum, wiki, chat, messages,
journal, and assignments.
Procedure
After installing the package on the school website, the
participants were enrolled in corresponding virtual classes.
Throughout the experiment, the clicking behavior of
students was closely monitored by consulting system logs.
Results
The trend in the analysis suggests that forum (61.09%),
messages (17.56%), and chat (9.24%) were among most
favourite activities (87.89%) tried by the participants. Wikis,
likewise, were more popular (3.15%) than journals (0.80%).
Assignments, which were obligatory exercises, also attracted
8.14% of student clicks.
The use of online courseware in general, and Moodle in particular, have bridged
distances of education in a borderless world. While such courseware might make the
need to conventional classes unnecessary, this study suggests that the two modes of
teaching be blended. The click frequencies here indicated that students, provided they
are given the opportunity, would engage in online activities accompanying a
conventional course. It seems promising that online technology facilities be
incorporated into English language teaching curricula.
Conclusion
As the authors of Moodle believe, and in line with the social-constructivist approach to
course design, “communication is key to success for any class, and it’s even more
important in an online environment” (Cole, & Foster, 2008, p. 93). The participants in
all ten courses strived to express themselves both publicly and individually through
a/synchronous means of communication while discussion forums, a public asynchronous
tool, and messages, a private asynchronous tool, concentrated most of student clicks.
After all, language is a means of (public and private) communication.
References
Beatty, B., & Ulasewicz, C. (2006). Online teaching and learning in transition: Faculty
perspectives on moving from blackboard to the Moodle learning management
system. TechTrends, 50(4), 36–45.
Cole, J., & Foster, H. (2007). Using Moodle: Teaching with the popular open source
course management system (2nd ed.). California: O’Reilly Media, Inc.
Itmazi, J. A., & Megias, M. G. (2005). Survey: Comparison and evaluation studies of
learning content management systems. Paper presented at IADIS International
Conference on Applied Computing 2005 (pp. 80-86). Algarve, Portugal.
Martín-Blas, T., & Serrano-Fernández, A. (2009). The role of new technologies in the
learning process: Moodle as a teaching tool in Physics. Computers & Education, 52,
35-44.