Understanding collaborative learning behavior from Moodle log data

From WikiPapers
Jump to: navigation, search

Understanding collaborative learning behavior from Moodle log data is a 2012 journal article written in English by Lu J., Law N.W.Y. and published in Interactive Learning Environments.

[edit] Abstract

Although course management systems (CMSs) were originally designed for teachers to manage their teaching, little interest has been directed at students' learning. Moodle is usually regarded as a CMS. However, how to make full use of its powerful features and design them into learning tools has rarely been investigated. This study investigates two features, embedded in the Moodle system, wiki and assessment tools, to find out how they are designed to support project-based learning. The theory and rationale for using these two features in learning activities are elaborated. The effects of wiki-supported collaboration, peer grading, and feedback on junior secondary students' enquiries in liberal studies are analyzed using hierarchical multiple regression. One hundred and eighty-six students participated in the study. Working on their own wikis, commenting on the work of peers, and previous performance on the humanities course were found to be significant predictors of liberal study project performance.

[edit] References

This section requires expansion. Please, help!

Cited by

Probably, this publication is cited by others, but there are no articles available for them in WikiPapers. Cited 3 time(s)