moodle report: the cornerstone between teaching activities and students' performance
DESCRIPTION
Moodle Report: The Cornerstone between Teaching Activities and Students' Performance. Med-e-tel 2012TRANSCRIPT
Moodle Report: The Cornerstone between Teaching
Activities and Students' Performance
eSCART general description (history, evolution)
Types of learning activities
Types of students’ assessments
Correlation between learning activities and final score
Conclusions
Since 2003, ITM organises each summer the Short Course on Antiretroviral Therapy (SCART) a 3-week course, with ~40 physicians/year, who work in low resource countries
SCART 2003
SCART 2004
SCART 2005
SCART 2006
SCART 2007
SCART &
eSCART2008
SCART &
eSCART2009
SCART &
eSCART2010
eSCART2011
Accredited in
tropEd MIH, 3 ECTS
Learning
Management
System
Host a courseGrading book
Trace students’ activities
Lectures
Self-assessment
Quiz or assignment
MODULE
Forum
18-week course!
Social activity
Types of students’
assessments
GROUP
WORK
40%10%50%
FINAL
ASSIGNMENT
F
I
N
A
L
S
C
O
R
E
Evaluation components by UOC (Open
University in Cataluña, SPAIN)
Teaching
Staff
(Internal)
Students
(External)
Procedure
Records
(Results)
Duart J. 2001, Evaluation of teaching quality in virtual
learning environments http://www.uoc.edu/web/esp/art/uoc/0109041/duartmartin_imp.html
Is there a correlation between learning activities and final score?
Grading book
(formula final score)Final survey
Students logs on Moodle
Dataset
32/38
students
Relationship between the time
spent on self-assessments (in
days) and the final grades
Number of self-assessments
per module and relation with
number of visits
Correlation between learning activities
and final score
The time students spent on all the activities impacted on their overall performance.
Self-assessments are an important tool, but it is important to place the relevant information in the first exercises, because interest in these decreases as students progress through the exercises.
Analysis of data in a LMS helps to improve the course design and to inform the participants in advance on how much time they need to spend on the course online or offline.
Special thanks to the eSCART team and particularly
to Dr Olivier Koole for the data analysis