Moodle Report: The Cornerstone between Teaching Activities and Students' Performance

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