| Titre : | Students’ Attitudes toward the Use of Moodle Platform: Second-Year Case Study |
| Auteurs : | Dallal GRINI, Auteur ; P/LLA Dr. BOUCHEFRA Miloud, Directeur de thèse |
| Type de document : | texte imprimé |
| Editeur : | SAIDA [ALGERIE] : 1- University of Saida - Dr. Moulay Tahar / Faculty of Letters, Languages and Arts Department of English Language and Literature, 2021-2022 |
| Format : | 110p / 27cm |
| Accompagnement : | CD |
| Langues: | Anglais |
| Catégories : | |
| Note de contenu : |
DEDICATION………………………………………………………………...….I
ACKNOWLEDGEMENTS………………………………………………..…….II ABSTRACT……………………………………………………………..………III TABLE OF CONTENTS…………………………………………………..….....V LIST OF FIGURES…………………………………………………………......XI LIST OF TABLES……………………………………………………………....XII LIST OF ACRONYMS…………………...…………………………………....XIII GENERAL INTRODUCTION………………………………………………...….1 CHAPTER ONE: Review of Literature 1.1 Introduction………………………………………………………..……….....5 1.2 E-Learning………………………….……………………………..………......5 1.2.1 E-Learning Definition…………….……………………………..……..........5 1.2.2 E-Learning at the Algerian Universities…………………………..…...........6 1.2.3 Types of E-Learning……………………………………………….…..…....7 1.2.3.1 Computer Managed Learning……………………………………...7 1.2.3.2 Computer Assissted Instruction…………………..………………..8 1.2.3.3 Fixed E-Learning…………………………………………….…….8 1.2.3.4 Adaptive E-Learning………………………………………….…...8 1.2.3.5 Linear E-Learning………………………………….………….......8 1.2.3.6 Interactive E-Learning……………….…………………………….9 1.2.3.7 Individual E-Learning…………………………………………......9 1.2.3.8 Collaborative E-Learning………………………………………….9 1.3 Online Learning……………………………………………………………..9 1.3.1 Online Learning Definition……………………………………………..…...9 VI 1.3.2 Types of Online Learning………………………………………………….10 1.3.2.1 Synchronous Online Learning…………………………………......10 1.3.2.2 Asynchrnous Online Learning…………………………………......10 1.3.3 Advantages of Online Learning……………………………………………11 1.3.3.1 Efficiency……………………………………………………...…...11 1.3.3.2 Accessibility of Time and Place…………………….…………......11 1.3.3.3 Affordability…………………………………………....................11 1.3.3.4 Suits a Variety of Learning Styles……………………………...….11 1.3.4 Problems Associated with Online Learning………….………..…….……..12 1.3.4.1 Inability to Focus on the Screen………………………………...…12 1.3.4.2 Technology Breakdown………………………………...…….…....12 1.3.4.3 Sense of Isolation………………………………………..................12 1.3.4.5 Teacher Training………………………………………....…….......13 1.4 Learning Management Systems (LMS)……………..…………………….…13 1.4.1 Learning Management Systems Definitions……..……………………..….13 1.4.2 What is an LMS Used for in Education? .................................................... 14 1.4.3 Moodle Platform…………………………………………..……….…........15 1.4.3.1 Moodle Definitions………………………………….…….......................15 1.4.3.2 Advantages of Moodle Learning Management System…........................16 1.4.3.2.1 Benefits of Moodle for Educators………..…………………….….…...16 1.4.3.2.1.1 Sharing Learning Materials ………………….…….….……....16 1.4.3.2.1.2 Managing Access to Learning Materials…………….………...16 1.4.3.2.1.3 Updating Course Content…………………………...................16 1.4.3.2.1.4 Automated Assessment………………………………..............16 1.4.3.2.1.5 Managing Work Submission……………………......................16 1.4.3.2.1.6 Communicating with Learners……………………..........…….16 1.4.3.2.1.7 Monitoring Progress/Report…………………………………...17 VII 1.4.3.2.2 Benefits of Moodle for Learners………………………………...…..…17 1.4.3.2.2.1 Ease of Use…………………………………….………………17 1.4.3.2.2.2 Engaging Content……………………………………...............17 1.4.3.2.2.3 Communicating and Collaborating with Peers………...............17 1.4.3.2.2.4 Dashboard……………………………………………...............17 1.4.3.2.2.5 Testing Students‟ Achievements…………………….………...17 1.4.3.2.2.6 Accessing Learning Materials 24/7……………........................17 1.4.3.2.2.7 Self-Reflection………………………………….……………..17 1.4.3.3 Problems Associate with Moodle Platform……………………………....18 1.5 Attitudes…………………………………………….………………....……..18 1.5.1 Attitudes Definition………………………………………….......................18 1.5.2 Components of Attitudes…………………………………………………...19 1.5.2.1 Affective Component……………………………….…………..….19 1.5.2.2 Cognitive Component…………………………………….………..19 1.5.2.3 Behavioral Component…………………………………….............19 1.5.3 Types of Attitudes………………….………………………………………19 1.5.3.1 Positive Attitudes…………………………………..........................19 1.5.3.2 Negative Attitudes……………………………….……...................19 1.5.3.3 Neutral Attitudes………………………………………..………….19 1.6 Conclusion……………………………………………………………………20 CHAPTER TWO: Research Methodology 2.1 Introduction……………………………………………………………….….21 2.2 Quantitative Research………………………………………………………..22 2.3 Qualitative Research…………………………………………………….…...22 2.4 Complementarity between Qualitative and Quantitative Methods….….……23 2.5 Research Tools…………………………………………….…………………23 VIII 2.5.1 Questionnaire……………………………………….………………...……24 2.5.2 Interview…………………………………………….…………………......24 2.5.3 Statistics Analysis…………………………….……………………………25 2.6 Sample Population………………………….………....………………….….26 2.7 Limitations………………………………………………………...……...….26 2.8 Conclusion…………………………………………………………………....27 CHAPTER THREE: Data Analysis and Discussion 3.1 Introduction…….………………………………………………………….....28 3.2 Students‟ Questionnaire……………………………………………………...28 3.2.1 Section One: Students' Background Information…………………..............29 3.2.2 Section Two: Internet Access, Connectivity, and Use……………..............31 3.2.2.1 Internet Access………….……………………...………………..…31 3.2.2.2 Owned ICT Devices…………….……………...……………….…31 3.2.2.3 Internet Availability………….………………………………….…32 3.2.2.4 Learning English Online Prior the Pandemic……………..…….…33 3.2.2.5 The Use of ICT Devices in Prior Learning………………..….…....34 3.2.2.6 The Used ICT Devices in Students' Prior Learning……...………...34 3.2.3 Section Three: Moodle Platform Access……………….…………..………35 3.2.4 Section Four: Moodle Platform Training…………….…………….………36 3.2.5 Section Five: Moodle Platform Usage Knowledge…………..……....……37 3.2.6 Section Six: Students' Moodle Experience………………………….…......37 3.2.7 Section Seven: Students' Moodle Access in the Academic Year……………………………………………………………………...……….38 Academic IX 3.2.8 Used Devices in Accessing Moodle…………….……..…………..…….....39 3.2.9 Section Nine: Reasons for Implementing Moodle as an LMS…..…….…...39 3.2.10 Section Ten: Difficulties Encountered by Students when Using Moodle…………………………………………………………………………...40 3.2.11 Section Eleven: Students' Attitudes toward the Use of Moodle…….........41 3.2.11.1 Students' Affective Attitudes…………………….…………….....41 3.2.11.2. Students' Cognitive Attitudes……………………………...…….42 3.2.11.3 Students' Behavioral Attitudes………………………………........43 3.2.12 Possible Solutions to Improve the Use of Moodle……………………..…44 3.3 Students' Data Discussion…………………………………………….……...45 3.3 Teachers‟ Interview Analysis……………………………………………..….52 3.3.1 Teachers‟ Off-Campus Use of ICT…………………………………...........52 3.3.2 Teachers‟ ICT Use in Teaching before the Pandemic……………………...53 3.3.3 The Pandemic Effect on Teachers and their Use of ICT in Teaching...........53 3.3.4 Teachers‟ Perception of Online learning and Moodle…………...………...54 3.3.5 Teachers‟ Moodle Access and Use……….………………………………..54 3.3.6 Moodle Training……………………………………….…………………...55 3.3.7 E-assessment and E-assignment…………………………….……………...55 3.3.8 Students‟ Perceptions of Teachers‟ Courses and Activities on Moodle…………………………………………………………………………...55 3.3.9 The Effect of Online Teaching on Teachers‟ Off-campus Life……………………………………………………………………………….56 3.3.10 Teachers‟ Attitudes toward Teaching on Moodle and the Technology Used........................................................................................................................56 3.3.11 Students‟ Attitudes toward Moodl………………………...………...……57 X 3.3.12 The Main Difficulties Faced by Teachers when Using Moodle, and the Suggested Improvements………………………………………………………...57 3.3.13 Teachers‟ View Concerning the Future of Online Learning in Algerian Universities, Especially the University of Saida....................................................58 3.4 Discussion of Teachers‟ Data…………………………………...……….......59 3.5 Teachers and Students‟ Moodle Loggin Statistics‟ Analysis………...…........63 3.6 Linking Research Findings to Research Questions…………………….…….63 3.6.1 Students‟ Attitudes towards the Use of Moodle Platform……………........63 3.6.2 The Main Difficulties Faced by Teachers and Students when Using Moodle…………………………………………………………………………...64 Moodle technical problems…………………………………………….64 Internet availability and connectivity issues…………………….……..65 Lack of suitable ICT devices……………………………………..........65 Teachers and students‟ training…………………………………..........65 3.7 Implications and Recommendations………….……………………………...66 3.7.1 Improve the User Interface (UI)……………….……..………….….66 3.7.2 Update Students with their Progress……………...……………….…66 3.7.3 Improve Access and Navigation……………....………………...…...67 3.7.4 The Need for Teachers and Students Training………………………67 3.8 Conclusion……………………….…………………………………………...69 GENERAL CONCLUSION…………………………..…………………………70 REFERENCES……………………………..…………………………………….75 APPENDICES………………………………..……………………………..……80 Appendix Number One: Students‟ Questionnaire…………………80 Appendix Number Two: Teachers‟ Interview Scripts……………..87 |
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