Student performance analysis under different moodle course designs

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Details zur Publikation

Autorenliste: Costa Lobo C
Verlag: IEEE
Jahr der Veröffentlichung: 2012
ISBN: 978-146732427-4
Sprachen: Englisch-Vereinigtes Königreich (EN-GB)


This work extends a recent comparative study covering four different
courses lectured at the Polytechnic of Porto - School of Engineering, in
respect to the usage of a particular Learning Management System, i.e.
Moodle, and its impact on students' results. A fifth course, which
includes a number of resources especially supporting laboratory classes,
is now added to the analysis. This particular course includes a number
of remote experiments, made available through VISIR (Virtual Instrument
Systems in Reality) and directly accessible through links included in
the Moodle course page. We have analyzed the students' behavior in
following these links and in effectively running experiments in VISIR
(and also using other lab related resources, in Moodle). This data have
been correlated with students' classifications in the lab component and
in the exam, each one weighting 50% of their final marks. We aimed to
compare students' performance in a richly Moodle-supported environment
(with lab component) and in a poorly Moodle-supported environment (with
only theoretical component). This question followed from conclusions
drawn in the above referred comparative study, where it was shown that
even though a positive correlation factor existed between the number of
Moodle accesses and the final exam grade obtained by each student, its
explanation behind was not straightforward, as the quality of the
resources was preponderant over its quantity.


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