Senthil Kumar. B1*, Deepti Shastri2 - NJBMSnjbms.in/uploads/19/3304_pdf.pdfLewin's Cycle of Adult...

Review Article

1* 2Senthil Kumar. B , Deepti Shastri

ABSTRACT

Advances in medical knowledge and changing accreditation requirements present a challenge to fit

a vast amount of new content within the curriculum. Various advanced learning methodologies have

emerged to impart knowledge on the vast medical curriculum. As technology continues to advance,

so does the demand for learning. Many educational programs have adopted various modalities to

suit the needs of a diverse student population. Advancement in medicine has led to various new

specialization courses being developed which are being delivered as online courses via a Learning

Management System (LMS) that has software paired with the Internet to manage the interactions of

students and teachers in delivering the course materials. Due to many competing demands on their

time, academic faculty have less time for teaching and also physical distance among diverse health

care delivery sites makes it a challenge for traditional face-to-face instruction. In such a scenario,

one of the best e-learning platforms is Moodle. Many online programs have been designed with the

Moodle LMS. Faculty need to develop a new comfort level using Moodle that they presently have

with Blackboard and LCD screens as well as perfect their skills in using the system. It would be

prudent to have a full-fledged training and tutorial on the Moodle LMS for the faculty as well as the

students. The method of learning caters to adult learning principles and is designed to have an

interactive instructional module which involves not only reviewing the instructional materials but

also practicing through creation of similar activities. The present article gives a review on

application of Moodle in e-learning platform of medical education and how to create a Moodle

account and set up a course.

Keywords: Medical Education, Moodle, e-learning, Learning Management System.

INTRODUCTION:

oday's net generations are interested in e-

learning. Easy access to computers and the Tinternet have given a wide scope for

people to participate in the e-learning process. E-

learning is independent of place and time, and the

teachers determine the rules of conduct and access

to classes. E-learning cannot replace traditional

forms of education, but it can be used as a 1,2,3

supplement tool to transfer knowledge widely.

Address for correspondence:

Dr. B. Senthil Kumar, Assistant Professor, Department of Anatomy, Vinayaka Mission's KirupanandaVariyar Medical College

and Hospital, Salem – 636308. Email id: skdrchinu88 @ gmail.com Ph. No.: 09894398677

1* 2Assistant Professor, Professor & HeadDepartment of Anatomy, Vinayaka Mission's KirupanandaVariyar Medical College and Hospital, Salem.

National Journal of Basic Medical Sciences | Volume 7 | Issue 4 | 2017

Effectiveness of Moodle on E-Learning Platform

in Medical Education - A Review

Many Online courses are delivered through a

structured learning management system (LMS) by

software pairing with the Internet which facilitates

the interactions among students and teachers in

delivering the course materials.

E–LEARNING:

E-learning can be instruction delivered in a digital

format via a computer that is intended to promote 4,5learning or facilitate teaching. Some specific

web-based applications are conceived for use as a

251

252National Journal of Basic Medical Sciences | Volume 7 | Issue 4 | 2017

teaching resource. E-learning platforms allow

educators to provide students with a variety of

resources, as well as enabling interaction with

them. They also allow teachers to follow the

evolution of the learning process and help assess

the performance of each student in specific tasks.

Currently, more and more students think of 6computers as standard tools for learning.

E-learning has much to offer the learner in any

educational system and has huge potential. It is

important that the e-learning creativity has a

perceived usefulness, and is not implemented for 7

the sake of innovation. There is little point in

introducing a technology just because it is 7,8available. The novelty factor can often cause us to

be tempted to implement the latest and greatest

technology, sometimes without thinking carefully

enough about whether or not this is actually going 7,9,10

to result in meaningful learning.

“Newer technologies such as computers…are not

necessarily better for teaching or learning than

older technologies…they are just different…the

choice of technology should be driven by the needs

of the learners and the context in which we are 11

working, not by its novelty.”

Seven Principles of good teaching indicate how the

technologies help in adding value, realizing the

principles in practice and achieving educational

outcome. Looking for answers to educational

challenges will be more likely to result in the

appropriate use of technologies. Appropriate

utilization of e-learning may facilitate the 11necessary modernization of medical education.

MOODLE:

Moodle is a learning management system (LMS)

and an acronym that stands for Modular Object-

Oriented Dynamic Learning Environment. It is the

doctoral work of Martin Dougiamas who built the

software on four main concepts: Constructivism,

constructionism, social constructionism, and

connect and separate (www.moodle.org, 2012).

The software is designed on a modular, object-

oriented, open-sourced platform, which gives the 12educator more freedom with design. It is a

computer program that facilitates teaching and the 4,5

so-called e-learning. Such e-learning systems are

sometimes also called learning management

system (LMS), course management system (CMS),

learning content management system (LCMS),

managed learning environment (MLE), learning

support system (LSS) or learning platform (LP); it

i s e d u c a t i o n v i a c o m p u t e r - m e d i a t e d 13

communication (CMC) or online education. 14 15 16 17

Moodle, llias, Sakai and Claroline are open

source systems and free to download. The most

frequently used of all of these is the Moodle

platform; it is easy to use, and offers a wide range of

Web 2.0-enabled capabilities (chat, forums, 18

questionnaires, etc).

Moodle is a Virtual Learning Environment

enabling the creation of flexible and engaging 19online courses and experiences. Moodle has been

installed at universities and institutions all over the

world. Current development of Moodle is

undertaken by a global network of commercial and

non-commercial users, led by the Moodle

Company based in Perth, Western Australia. E-20, 21learning was employed to 'scaffold' students'

learning, by providing a common set of learning

materials, links to library resources and by enabling

group collaboration to occur without the need for

teachers and learners to be in the same location, or

work at the same time. Learners and teachers can

work independent ly and communica te 22asynchronously through forums or emails.

Dr B. Senthil Kumar, et.al : Moodle in Medical Education


Alternatively, teachers and / or learners may

communicate in real time through instant

messaging.

Virtual Learning Environment (VLE) &

Moodle:

The introduction of a VLE may be aligned with 23Chickering&Gamson's Seven Principles of good

teaching practice, the result of which:

1. Encourages contact between students and

faculty

2. Develops reciprocity and cooperation among

students

3. Encourages active learning

4. Gives prompt feedback

5. Emphasizes time on task

6. Communicates high expectations

7. Respects diverse talents and ways of learning

Moodle addresses each of the seven items either

wholly or in part. The Moodle platform provides a

scaffold from which students with different 24

learning styles and abilities can draw on. In

September 2005, the RCSI launched its new VLE, 25Moodle, for undergraduate school of Medicine.

The Moodle platform placed greater emphasis on

the students as active participants in learning rather 24than as passive recipients of teaching. The Moodle

site facilitated the provision of a baseline uniform

standard of academic teaching, providing support

to clinical sites that had been described as 'less 26

impressive'. There is limited published evidence

on the implementation of a VLE within medical

undergraduate programs. The efficacy of this new

technology must be formally addressed prior to its

widespread implementation if the high standard of

trained doctors is to be maintained.

Learning style theory and web based learning in

Moodle:

Lewin's Cycle of Adult Learning, a four-stage

sequential cycle, commences with a concrete

experience, which is followed by personal 27,28,29reflection on the experience. This is then

combined with previous knowledge (abstract

conceptualization), and finally new ways of

adjusting to experiences are explored (active 28,30

experimentation). Kolb's learning style model

which is based on Experiential Learning Theory

looks at grasping experience as well as

transforming experience. From this, four learning

styles have been devised - Converger, Diverger,

Assimilator and Accommodator.

E-learning is seen as a new way of teaching and

instruction that aims to educate graduates who are

innovative, flexible, creative, and effective

problem solvers. It is also viewed as being cost 27effective. Nilsson, in his study found no evidence

supporting that students' learning styles influence

the choice to use their web-based programme in a 31blended learning setting. This result is in

accordance with those of Cook et al who found no

association between scores and different web-32based format preferences in medical residents.

Nilsson web-based learning is a suitable learning

tool for most medical students.

Moodle in Medical Education:

Various foreign medical councils have outlined

significant improvements made and opportunities

for development of Internet based educational 33

technology. The WHO has advocated a

continuous process of renewal in terms of medical

education. Moodle, a virtual learning environment

can help to address many of the deficits highlighted 33by national and international assessments. E-



learning, learning facilitated through use of

technology, has been shown to be at least 34equivalent to traditional methods of teaching. It is

grounded in learning theory and promotes active 9,35

student participation facilitating deep learning.

Moodle, provides an opportunity to objectively

identify the failing medical student prior to 32

landmark final examinations.

Why Moodle in Medical Education?

“Innovations in the delivery of Medical education 36and training are needed” – Buttimer report. The

usage of Moodle platform regularly throughout the

academic year seems to get better grades for 13students than those who rarely or never use it.

Students have been able to determine a sense of

how well they recalled the lecture material, but the

true goal of competency still appears to be beyond 37

the reach of VLE.

Moodle in health care education curriculum:

The use of a virtual learning environment (Moodle)

in the delivery of an undergraduate curriculum, and

its potential ability to identify students who are

struggling with the course material prior to

university examinations was found to have a high

impact. Student activity within Moodle could be

monitored, and the online activity correlated well

with end-of-course examinations results.

The Department of Obstetrics & Gynecology at the

Royal College of Surgeons Ireland (RCSI)

undertook an assessment of its innovative Virtual

Learning Environment (VLE), Moodle, and

observed the correlation between online student

activity and end of final year examinations. A

positive correlation was noted between the

students' use of the Moodle based course formative

assessment and the end of final year professional

examination. It provided the foundation for a more

rigorous assessment of its use as an adjunct to the

traditional course and an opportunity to exploit the

development of exciting new technologies, in the

delivery of consistent high quality healthcare

education. Good evidence exists to suggest at least

equivalence between traditional medical teaching

and computer assisted learning across medical 37specialties. There has been no evidence to date for

the replacement of traditional didactic lectures with

a virtual course. Many studies suggest that the best

use of computer assisted learning [CAL] involves

integration or blending with existing traditional 38models of teaching. CAL and highly structured

teaching sessions have been shown to be superior to

lecture based teaching in terms of students 39subsequent performance outcomes. The modular

nature of Moodle facilitates a structured CAL

process. International standards and national

recommendations dictate that medical schools

strive to provide an equally high standard of

education to students across pre-clinical and

clinical years which need to be provided

irrespective of geographical location of their

hospital rotations and using modern technologies

that are founded in educational theory.

Moodle resources and activities:

Moodle has an adaptable array of methods for 14

presenting educational resources to students.

Moodle Resources and Moodle Activities refer to a

wide array of functions and features combining

Web 2.0-enabled interactive functionality as well 1 9

as static traditional components. These

components are limited only by the concepts of the

administrator adopting the software, as all users are

free to develop and reconfigure the source code to 40

meet their needs. Moodle automatically records

the activity of every logged in user within a given 19site as a component of a report system. The system



records each user click within the site software and

allows administrators and teachers to access the log

files of each participant. These files can be exported

as plain text files or as Microsoft Excel files. The

log files can be sorted by participant, activity or

time. Teachers and administrators can filter the log

file data to determine activity within a given time

frame, on a particular activity, and even to the level

of discriminatory and non-discriminatory

questions within a quiz. The data may be

represented as bar chart or a Microsoft Excel file 41

time stamping specific activities.

Moodle data:

Moodle collects a vast amount of data about

students' usage of the platform. This information

can be obtained for a single person, for an entire

group of people or even for all the students at a

global level. On an individual basis, the teacher can

determine all the activity carried out within the

platform: number of visits, time spent on quizzes

and their scores. Quantitative data can be retrieved

directly via the Moodle application itself or

downloaded in a file suitable to be used with a

spreadsheet application (e.g. Microsoft Excel).

This feature allows the teacher to extract useful

information about the course. The facility exists to

demonstrate activity for different days or given

periods of time. Each user log is easily identified as

the site is password protected and users have to log

in to get access. All user sessions are identified to a

particular user. This minimizes the amount of pre-

processing usually associated with large 41

databases. Quizzes are useful tools for students to 13test their level of knowledge. Moodle provides a

14variety of quiz types. The instructions are

available within the Moodle site [Moodle.com],

with explanatory notes for each technical step.

Resource types of Moodle:

Moodle supports a range of different resource types

that allow you to insert almost any kind of web

content into your course (Figure 1& 2).

1. Text pageThis type of resource is a simple page written

using plain text. A number of formatting types

are available to help turn your plain text into

nice-looking web pages. The page is stored in

the database, not as a file, and you have a lot of

freedom to do almost anything you like using

HTML, including Javascript.

2. Files and web pages This resource type allows you to link to any

web page or other files on the public web or the

ones uploaded into your course files area from

your own desktop computer. Normal web pages

are simply displayed as they are, while

multimedia files are dealt with more

intelligently and may be embedded within a

web page.

3. IMS Content PackagesThe content can be created and edited using a

variety of content-authoring software. Content

is usually displayed over several pages, with

navigation between the pages. The content-

authoring software produces a zip file, which

can then be uploaded to your course in Moodle.

The zip file is unzipped automatically in

Moodle, and the content of the package

displayed.

4. LabelsIt is little different from other resources because

they are text and images that are actually

embedded directly among the other activity

links in the course page.



5. Moodle Activity ModulesMoodle contains a wide range of activity

modules that can be used to build up any type of 12

course.

6. AssignmentsIt allows the teachers to specify a task that

requires students to prepare digital content and

submit it by uploading it to the server. Typical

assignments include essays, projects, reports

and so on. This module includes grading

facilities.

7. BooksIt is a simple multipage study material.

8. ChatsThe Chat module allows participants to have a

real-time synchronous discussion via the web.

This is a useful way to get a different

understanding of each other's perception and

the topic being discussed.

9. ChoicesA choice activity is very simple- the teacher

asks a question and specifies a choice of

multiple responses. It can be useful as a quick

poll to stimulate thinking about a topic; to allow

the class to vote on a direction of course; or to

gather research consent.

10. Database Activity The Database module allows the teacher and/or

students to build, display and search a bank of

record entries about any conceivable topic. The

format and structure of these entries can be

almost unlimited, including images, files,

URLs, numbers and text amongst other things.

11. ForumsThis activity can be the most important - it is

here that most discussion takes place. Forums

can be structured in different ways, and can

include peer rating of each posting. By

subscribing to a forum, participants will receive

copies of each new posting in their email. A

teacher can impose subscription on everyone if

they want to.

12. GlossaryThis activity allows participants to create and

maintain a list of definitions, like a dictionary.

13. JournalsThis module is a very important reflective

activity. The teacher asks the student to reflect

on a particular topic, and the student can edit

and refine their answer over time.

14. LabelsThis is not a true activity – it is a “dummy”

activity that allows you to insert text and

graphics among the other activities on the

course page.

15. LessonA lesson delivers content in an interesting and

flexible way. It consists of a number of pages.

Each page normally ends with a question and a

number of possible answers.

16. PodcastThis activity allows participants to create and

maintain a RSS feed for an entire course not just

an activity. Included in this feed is a more

streamlined way of adding video and audio

Podcasts.

17. QuizzesThis module allows the teacher to design and set

QUIZ tests, consisting of multiple choice, true-

false, and short answer questions.

18. ResourcesResources are content: information the teacher

wants to bring into the course. These can be

prepared files uploaded to the course server;

pages edited directly in Moodle; or external

web pages made to appear as part of this course.



19. SCROM / AICC PackagesA package is a bundle of web content packaged in a way that follows the SCORM or the AICC standard for learning objects.

20. WikisA Wiki enables documents to be authored collectively in a simple markup language using a web browser. The Moodle Wiki module enables participants to work together on web pages to add, expand and change the content. Old versions are never deleted and can be restored.

21. WorkshopA workshop is a peer assessment activity with a huge array of options. It allows participants to assess each other's projects, as well as exemplar projects, in a number of ways. It also coordinates the collections and distribution of these assessments in a variety of ways.

22. Moodle QUIZ HyperlinksThis module allows the teacher to design and set QUIZ tests, consisting of multiple choices, true-false and short answer questions.

Figure.1 Activities of Moodle courses

Why to choose Moodle course platform?

ü It facilitates developing and delivering course

material.ü It provides learners with all the facilities and

learning opportunities they would experience in

a face-to-face teaching situation.ü It is flexible enough to grow with you as the

technological sophistication of your faculty and

students increases with time.ü It empowers you to scale rapidly.

Limitations of Moodle:

* Moodle software has to be subscribed by

institution or an individual has to it purchase for

running a course.

* Teachers and students have to be given more

training for operating Moodle

* Students may not be sufficiently knowledgeable

with the IT infrastructure to feel comfortable

with using the online course material, given that

the same material is probably available from

lectures, and may have been discussed offline

amongst the students, thereby eliminating the

necessity for accessing the Moodle site.

* Students engage more with curriculum aspects

that are part of formal evaluation than the

quizzes as offered by Moodle.

CONCLUSION:

Learning Management Systems like Moodle

supplement the traditional educational delivery as

they help in administration by providing space for

monitoring the proceedings, make documentation

of student profiles manageable, aid tracking of

student progression and simplify delivery of

educational courses or training programs. However



while implementing such a system in higher

educational Institutions like Medical Colleges, one

needs to tread with caution and go ahead only if the

infrastructure and other resources needed are

consistently available and if it is feasible as a long

term measure.

Figure.2 How to set up a Moodle course



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Received on 05/06/2017 Revised on 12/06/2017 Accepted on 19/06/2017

Senthil Kumar. B1*, Deepti Shastri2 - NJBMSnjbms.in/uploads/19/3304_pdf.pdfLewin's Cycle of Adult...

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