The greater the online participation, the better the learning achievement? A study of integrating Moodle into learning

Research output: Contribution to conferencePapers

Abstract

This seminar reports and discusses on a study aiming to explore the relationship between students’ online participation in Moodle and their learning achievement. The study involved a group of full-time undergraduate students who were enrolled in a general education course. Participants were given opportunities to choose from and participate in different types of Moodle activities including information access (e.g. reading online resources), interactive learning (e.g. running online simulations), networked learning (e.g. discussing in online forums), and materials development (e.g. writing reflective journals). Online participation was measured by the number of completed online activities, while learning achievement was evaluated by essay grade. The result show that online participation in networked learning or in materials development was positively and significantly related to learning achievement, suggesting the importance of social interaction and individual constructivism for effective online learning. Copyright © 2014 MIT Departmental Seminar.
Original languageEnglish
Publication statusPublished - Oct 2014

Citation

Cheng, K. S. G. (2014, October). The greater the online participation, the better the learning achievement? A study of integrating Moodle into learning. Paper presented at the MIT Departmental Seminar, The Hong Kong Institute of Education, China.

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