ࡱ> ilfgh[nbjbjerΐΐH~ \ \ $P2Dv$.(T imyyy^yyyV@@j\ w 0*xGwG8GڀyxvG\  d: MOODLE-APPLICATIONS IN EDUCATION STUDENTS UNIVERSITY OF ZADAR Ljiljana Zekanovi-Korona Department of Tourism and Communication Sciences University of Zadar Franje Tumana 24i  HYPERLINK mailto:ljkorona@ffzd.hr ljkorona@unizd.hr Kristijan Fu ko Vocational High School akovec Vladimira Nazora 38  HYPERLINK "mailto:kristijan.fucko@ck.t-com.hr" kristijan.fucko@ck.t-com.hr Bo~ena Krce Mio i Department of Tourism and Communication Sciences University of Zadar Franje Tumana 24i krceb@unizd.hr The application of new educational technologies in the education of students and pupils as well as all persons involved in educational system is one of the greatest imperatives nowadays. Moodle is software tool for the creation of electronic educational content that is used both in distance education and as a complement to traditional education. This paper gives demonstratesth e usage of Moodle as a system for distance learning in the education of students. The study was carried out at the University of Zadar. The data on the types of information used by students within the Moodle program, the quantity and types of educational facilities available to them, the usage of e-learning, the appliance of multimedia to overcome individual courses and writing term papers are presented here. The quality of educational content created and the usefulness of information and how this type of education have been examined. At the same time the work shows to what range the students use educational technologies autonomously and how many teachers suggest their students to use these technologies. The informatization of education becomes a part of the education of society and the assumption underlying the quality of youth education. Keywords: technology, education, Internet, multimedia. I. INTRODUCTION The educational technology used in teaching processes has been closely studied recently for several reasons, one of which is that the application of new technologies requires an appropriate level of knowledge in order to be applicable in the best possible way. Since information technology has become very important in all working environments, it has taken an important role in educational institutions as well. With its appearance the study of educational technology has acquired a new dimension. It is possible to study the effectiveness of a new and an old educational model, compare them and show the advantages and disadvantages of each. In addition to classical education at the beginning of one's educational process, the need to acquire new knowledge appears and remains crucial throughout one's life. In simple words, long-life learning has become a must for everyone. Similar to the very beginnings of introducing IT in teaching even nowadays some teachers are very positive about the application of computers in teaching, while others still feel uncomfortable about it. In the beginnings, some authors were great optimists who even euphorically prophesied Mesiac role of computers in education. The expectations were optimistic to the extent that it was expected teachers to be exempt from their routine tasks at school and in class, and that computers would provide greater opportunities for effective management and control of both students and teachers' work. Since most of the students like using computers, it was expected that they would be significantly motivated, providing a better structuring of the teaching process as a whole. For most advocates of computerised teaching their main reasons in favour of this media in teaching process are: rationalisation, the attractiveness and the effectiveness of the lessons and their optimisation. The development of society greatly depends on education. Current information age brings many changes. Therefore, the adjustment of educational system to these changes is very significant and important. Mankind and science are in constant progress, so that the changes in content that is studied and taught is inevitable. The changes in learning contents should be adjusted to the changes in methods and forms of presentation of these contents. Modern education requires a new model of studying active studying based on informational emphasised of the real world. Educational method based on information and communication technology are being emphasised. A necessary prerequisite for using modern teaching methods is having computer literate teachers and pupils/students. When applying new educational technology in teaching it is necessary to take short learning courses for already computer-literate teachers in order to introduce them to a target software application. Afterwards, it is them who plan and create a new educational material and training course for the same application, aimed for pupils/students. In order to achieve goals it is essential to establish a support system for both teachers and pupils/students. Researches have shown that nothing can replace alive vocal presentation in traditional teaching, especially if a lesson is conducted by an interesting speaker. The aim is to direct teachers to a combined model of teaching, in other words, to supplement the traditional way of teaching with ICT. Long-life learning represents an upgrading of existing knowledge and the implementation of new knowledge and new techniques of studying, although it has not been widely used yet. Therefore, the institutions of higher education must teach new generations of students of such learning techniques via new educational technology. Elder teachers find it difficult to adopt changes in their methods of work, while younger teachers accept novelties and changes in their work. II. DISTANCE LEARNING (ONLINE LEARNING) One of the forms of learning with the help of new educational technology is distance learning or online learning. Different technology is used for online learning. Most frequent terms are: e-learning, learning via the Internet, distributed learning, network learning, tele-learning, virtual learning, computer-aided learning, assisted learning using the Internet and distance learning. Basic concept connecting all these terms is the fact that there is a distance between students/pupils and lecturers/teachers. Student/pupil most often uses a computer in order to reach learning material and to communicate with a lecturer and other students. This form of learning involves more than presentation and delivering material via the Internet. In the centre of attention must be a student, a process of studying and the communication pupil/student teacher. A pupil/student can acquire the content via distant learning even when one is not able to attend regular lessons. There are neither time or distance limits for such form of education. In asynchronic online learning, a pupil(student) , in other words, the user of online learning can access educational materials and communicate with lecturers and other course participants at any time, while synchronous online learning provides real interaction between students and lecturers. Pupils and students can use the Internet to access the latest teaching materials. At the same time the communication with relevant experts in the areas to be tested is enabled. The process of learning takes place in the pleasant surrounding of one's own home. Teachers involved in online teaching can teach wherever and whenever, even when they are physically absent from their working place. Online materials can be easily immediately so that pupils/students can immediately see the changes. When materials are easily accessible on the Internet a lecturer can direct students to certain pieces of information more easily, taking into consideration their individual needs. The distribution of notices is very simple. If the system of online learning is properly designed it can be used for defining students' needs and their current level of knowledge. After the evaluation of their current knowledge, pupils, students and other participants can be directed to particular materials in order to achieve goals wanted. According to Bank and Reynolds (1997) online learning has to offer challenging activities that enable students to connect new pieces of information with the old ones, to acquire meaningful knowledge and to use their metacognitive abilities, which all encourages progressive thinking on the Internet. It is teaching strategy that influences the quality of learning, not the technology. A media influences a process of learning, but it is not a computer per se that motivates pupils and students to study. It is the creation/the design of real, living models and simulations together with the interaction of pupils and students with those models and simulations. Besides pupils/students' motivation it is a teacher, as the creator of learning material and exercises, who has a the leading role in this process. A computer is just a means which enables the distribution of information and carrying out classes. Simulations have to be developed on appropriate design principles in order that pupils and students learn from them. There are many advantages of online learning. However, it requires dedication and funds while materials need to be designed in such a way that their focus is on pupils, students and the process of learning, being appropriately supported at the same time. The emphasis is on the individual approach to pupil/student which should bring to their better results and success. Via e-mail, a teacher points out individual mistakes and pupils/students' productivity increases. Distant learning systems enable communication of pupils/students via forums where they discuss topics, compare their individual work, develop their critical thinking, evaluate the importance or arguments and publicly support their own opinion. Besides the education in particular field pupils/students acquire wider knowledge via LMS system in distance learning since they learn how to write letters, discuss, speak in public, support their opinion and notice mistakes. Deduction abilities develop together with one's own personality. The emphasis would be on discussing, analytical skills, interpretations, writing skills, solving problems through discussion forums. Student's previous knowledge would manifest as well as the experience of other students in forming new meanings or knowledge. If the emphasis is on interpretation or analysis of a real situation and applying knowledge in new context, then media and technology can be used since they accurately reflect real world, the one that allows interpretation and analysis. (Bates and Poole, 2003). III. MOODLE Moodle is an application for creating and publishing teaching material via the Internet. Moodle is an acronym of English words Modular Object-Oriented Learning Environment, which, when translated, would be Modular object-oriented dynamic educational environment. Moodle is open source tool, which means that its users are able to adjust it to their own individual needs besides having insight into original source. Moodle is licenced by GNU Public Licence. It means, that despite it has been protected, users are allowed to use, copy and change the code and adjust it to their needs. Although it enables other to use it under same conditions, they do not change the original licence or protection, but the same licence is valid for any work derived from the Moodle. Moodle interface has been translated into 65 languages and has been used in 163 countries. The community of its users is numerous, it has excellent documentation and support that has been used day in day out. The most important features of Moodle are: courses design, scheduling activities within courses, managing users and user's role in a course, working with current files, testing knowledge, monitoring users' activities, tools for communication among users, safety copies and statistics of the system and help support system. Moodle system distinguishes two groups of users: administrators and ordinary users. The administrators have right to manage the system, start new courses, add new users, etc. The users can have different roles. There are three groups of users: teachers, pupils/students and guests. Teachers are authorised to design their courses and monitor the work of their students. Students can examine learning materials for the course they have applied, do knowledge quizzes and communicate with their colleagues within their group. Guests are allowed to view only certain information on learning material in case an administrator allows them to. In institutions of higher-education, like Sveu iliate u Zadru (The University of Zadar), there are a number of Departments for study-as-you-work students. Since students are not obliged to attend lectures due to their working obligations there has to be some way to offer them learning materials. The number of lecturers and Departments that prepare high-quality materials within Moodle system has increased and target students can reach them easily. Even full-time students use these materials as additional material to traditional classes. These materials are of great help to all students since all their obligations, tasks and materials are systematically organised in one place. Teachers involved in this form of teaching collect students' exercises via this system, correct them and communicate further with students. IV. METHOD The research was carried out in the middle of academic year 2009/2010 on random sample of 56 students at the University of Zadar. Both full-time and study-as-you-work students. The method used in the research was an anonymous questionnaire with 34 questions of multiple-choice type. The results were processed with Microsoft Excel. We have analysed seventeen, in other words, half of the questions in the questionnaire, that referred to the Moodle system of distant learning. The questionnaire was quite detailed, so we decided to analyse only half of the questions. V. THE RESULTS AND DISCUSSION All the participants used Moodle system for distant learning during their years of studying. We were interested in when, to what extent and for which purposes they use the system as well as their opinion on advantages and disadvantages of the system. Majority of them, namely 56,25%, said that the Moodle system is well structured. Picture 1 shows the answers to the question whether the system is simple and adapted to all levels of users (1- I completely do not agree, 2 I partially do not agree, 3 I agree and disagree, 4 I partially disagree, 5- I completely agree)  Picture 1. The graph shows that 62,5% of the questioned people agree with the statement that the system is simple and adapted for all users (whether they partially agree or completely agree). They gave an average mark of 3.21 for the quality of learning materials for studying within the system. Standard deviation is 1.08, and mean deviation from arithmetic mean 33.6%. They marked the range of studying material with the average mark of 3.4 (standard deviation is 1.17, and mean deviation from arithmetic mean 34.4%). The functionality of the system is marked with an average mark of 3.5 They gave an average mark of 3.21 for the quality of learning materials for studying within the system. Standard deviation is 1.08, and mean deviation from arithmetic mean 33.6%. They marked the range of studying material with the average mark of 3.4 (standard deviation is 1.21, and mean deviation from arithmetic mean 34.5%). The Moodle system was mostly accessible (the average mark of accessibility: 3.85, standard deviation 1.17 and mean deviation from arithmetic mean 30.4%). The average mark for methods of presentation in the system is 3.23 (standard deviation is 1.07, mean deviation from arithmetic mean 33%). Not all the teachers using the system were involved in the questionnaire via the system, so that not all of them were able to answer the questions referring the testing via Moodle system. Installing tests to the system requires a great deal of engagement at the beginning, until the database of questions is created. Further problems may be carrying out tests via the system because the testing must take place in IT classrooms, with smaller groups of students, which takes more time for testing, despite the fact that the process of evaluation is automatised. A teacher estimates calculates whether to spare more time for assessing classical written test or to waste time preparing questions for testing within the system. What is more, not all courses are available within the Moodle system, although the number of courses within the system has been increasing. The range of communication with mentors via the system used is shown in picture 2.  Picture 2. The average mark of courses within the system involved in the research is 3.79 (standard deviation 0.69, mean deviation from arithmetic mean 18.1%). In comparing traditional lessons and online learning average mark for traditional lessons is 3.33, and for online learning 3.48. The advantages of this system, as stated by the participants, are the possibility to study within time they want, and the possibility of multiplied revision. VI. CONCLUSION After analysing collected data the conclusion is that the Moodle system at the University of Zadar was primarily used for study-as-you-work students, and at the same time as additional help for full-time students. The students' opinions are mostly positive and find this way of studying as helpful. From comparing traditional and online learning slight advantage is given to new way of studying, which means that novelties in education are welcomed. Materials need to be improved and enriched with multimedia content. Teachers have to encourage communication with students within the system as well as the communication among students via forums and groups. 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LITERATURE ( 1( Zekanovi-Korona,Lj.& Kalaj~i V.(2004):Internet i multimedija u obrazovanju studenata Sveu iliata u Zadru, Zbornik radova MIPRO CE 2004 ( 2( Topolovac,V.&Rosi,V.&Pavli,M.(1998): Informacijska tehnologija i njen utjecaj na naobrazbu, Journal Informatologia 31,1998,1-2,1-124 ( 3( Panian, }. (2002.): Izazovi elektroni kog poslovanja, Narodne novine. Zagreb. ( 4( |d~ddddddddeeeeeefffffffpgrgtgxgzgлЌsh]U]Jshqh)FCJaJh:"CJaJhqh`oCJaJhqh1]CJaJ j]hqh)FCJaJhqh8CJaJ j[hqh)FCJaJ j]hqh8CJ j[hqh8CJhqhCJhqh8CJ j]hqh)FCJhqh)FCJ j[hqh)FCJh:"h)F\] hY\]hqhY\]defrglllmmmmmmmmmmmmnnngd:"gdJO$a$$a$gd:"$a$gd>gd)FMohamed Ally: Osnove obrazovne teorije online u enja, asopis Edupoint br.1. godina 2004/05 [5] Moodle book, HRopen  Mohamed Ally: Osnove obrazovne teorije online u enja, asopis Edupoint br.1. godina 2004/05.  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