期刊名称：Journal of Educational, Cultural and Psychological Studies (ECPS Journal)
印刷版ISSN：2037-7924
出版年度：2010
卷号：1
期号：2
页码：27-53
语种：Italian
出版社：LED Edizioni Universitarie
摘要：What Kind of Didactics for e-Learning? Results of an International Empirical Study Moodle is among the most popular open-source platforms for e-learning worldwide. In recent years, more and more universities have approached e-learning environments and Moodle in particular. The article presents the results of a study conducted by the Laboratory of Audiovisual Technology (Department of Educational and Instructional Planning – «Roma Tre» University) regarding the pedagogical approach in the use of Moodle for university courses. The study focused on the different uses of the Moodle platform in relation to different teaching approaches, and on the concrete inputs that universities give to the international community of Moodle users and developers. The starting hypothesis of the study that was essentially confirmed by the data analysis is that it is difficult for educational institutions to adopt concrete teaching practices centered on constructivist and constructionist approaches, despite their being the guidelines of the community of Moodle users. The data analysis shows that those who use Moodle for university courses appear more interested in the solution of technical problems regarding installation, integration of modules or software malfunctions, rather than in the implementation of advanced learning solutions.
其他摘要：What Kind of Didactics for e-Learning? Results of an International Empirical Study Moodle is among the most popular open-source platforms for e-learning worldwide. In recent years, more and more universities have approached e-learning environments and Moodle in particular. The article presents the results of a study conducted by the Laboratory of Audiovisual Technology (Department of Educational and Instructional Planning – «Roma Tre» University) regarding the pedagogical approach in the use of Moodle for university courses. The study focused on the different uses of the Moodle platform in relation to different teaching approaches, and on the concrete inputs that universities give to the international community of Moodle users and developers. The starting hypothesis of the study that was essentially confirmed by the data analysis is that it is difficult for educational institutions to adopt concrete teaching practices centered on constructivist and constructionist approaches, despite their being the guidelines of the community of Moodle users. The data analysis shows that those who use Moodle for university courses appear more interested in the solution of technical problems regarding installation, integration of modules or software malfunctions, rather than in the implementation of advanced learning solutions.
