Page 196 - International Perspectives on Effective Teaching and Learning in Digital Education

Stanko Pelc

Figure 1 The use of LMS Moodle (Number of Posts by Roles) at the Faculty of Education from
June 18 to June 4
quent academic years with only minor additions and improvements. Howev-
er, students apparently have to do (submit) an increasing proportion of their
assignments on e-learning platforms, which has resulted in an increase in the
number of their posts.
We analysed the courses in Moodle of third-year students who participated
in our research and assessed the courses based on the following criteria:

− Whether instructors only post teaching materials or also create them
using Moodle
− Whether the courses include quizzes to test knowledge
− The extent to which forums are used for communication and discussi-
on with students
− Whether submitted work is also graded (use of the gradebook)

Based on these criteria, the courses in Moodle were awarded points. Addi-
tional points were also awarded for the number of instructor posts.
Courses in Moodle with less than five points served primarily or exclusively
for posting materials and sending messages to students: Lowest level of use.
Courses in Moodle with 5 to 8 points in which students also submitted their
assignments fall into the category: Low level of use.
All courses in Moodle with more than 1 points were classified as Medium
and higher level of use. However, there were significant differences among

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