Spectacle of Clicks: Logs from MOODLE Seyyed Abdollah Shahrokni Iran University of Science and Technology (IUST) [e-mail]; [e-mail] Ali Talaeizadeh Fahim Language School (TLS) [e-mail]

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Spectacle of Clicks Logs from MOODLESeyyed
Abdollah ShahrokniIran University of Science and
Technology (IUST)sa_shahrokni_at_lang.iust.ac.ir
sa_shahrokni_at_yahoo.com Ali TalaeizadehFahim
Language School (TLS)atalaeizadeh_at_yahoo.com
Abstract
Indeed, one of such open-source systems is
Moodle, a leading open source CMS packages used
by North American and European universities
(Beatty, Ulasewicz, 2006 Itmazi, Megias,
2005).
Table 1. Frequency of Recorded Actions
(Individual Classes)
Figure 2. Patterns in Clicks
This paper attempts to analyze the system logs
from a Virtual Learning Environment (VLE)
courseware, Moodle, and investigate the
participant online clicking patterns as engaged
in different learning tasks. Virtualizing a
language school in keeping with recent
technological advances in the field of
Computer-assisted Language Learning (CALL), the
researchers installed the package and enabled the
log-keeping capability of the module for further
tracking of the student progress as well as
alleviating possible technical difficulties. The
database recorded raw data on 3 levels, 10
courses, 115 participants, 180 days, 6
activities, and 2984 actions which could be
extracted in 3 different formats. The results
suggest that forums, messages, and chats were
among the most favourite online tasks the
participants attempted in their respective
courses, regardless of their perceived
proficiency levels. This is further evidence for
the effectiveness of social-constructivist
courseware, including Modular Object-Oriented
Dynamic Learning Environment (MOODLE). Keywords
E-learning Computer-assisted Language Learning
(CALL) Virtual Learning Environment (VLE)
Content Management System (CMS) MOODLE Logs
Figure 1. Typical Moodle Classroom
Pedagogical Implications
The use of online courseware in general, and
Moodle in particular, have bridged distances of
education in a borderless world. While such
courseware might make the need to conventional
classes unnecessary, this study suggests that the
two modes of teaching be blended. The click
frequencies here indicated that students,
provided they are given the opportunity, would
engage in online activities accompanying a
conventional course. It seems promising that
online technology facilities be incorporated into
English language teaching curricula.
Methodology
Participants There were 115 (N115) male
participants in the study, forming 10 classes,
and ranging in English proficiency level from
A1-C1 (Preliminary-Expert) based on CERF. They
ranged in age from 20-35 and all had the required
background knowledge about Internet surfing.
Materials Moodle web features including forum,
wiki, chat, messages, journal, and
assignments. Procedure After installing the
package on the school website, the participants
were enrolled in corresponding virtual classes.
Throughout the experiment, the clicking behavior
of students was closely monitored by consulting
system logs.
Conclusion
As the authors of Moodle believe, and in line
with the social-constructivist approach to course
design, communication is key to success for any
class, and its even more important in an online
environment (Cole, Foster, 2008, p. 93). The
participants in all ten courses strived to
express themselves both publicly and individually
through a/synchronous means of communication
while discussion forums, a public asynchronous
tool, and messages, a private asynchronous tool,
concentrated most of student clicks. After all,
language is a means of (public and private)
communication.
Introduction
References
Technology has changed the perception of
conventional classes, virtualizing most aspects
of teacher-student interactions, and Virtual
Learning Environments (VLE) have found their way
into language teaching syllabi (Martín-Blas,
Serrano-Fernández). A/synchronous communication,
group work, assessment, and tracking tools make
these course management systems (CMS) versatile
platforms in keeping with current theories of
language teaching while offering unique
opportunities for research.
Beatty, B., Ulasewicz, C. (2006). Online
teaching and learning in transition Faculty
perspectives on moving from blackboard to the
Moodle learning management system. TechTrends,
50(4), 3645. Cole, J., Foster, H. (2007).
Using Moodle Teaching with the popular open
source course management system (2nd ed.).
California OReilly Media, Inc. Itmazi, J. A.,
Megias, M. G. (2005). Survey Comparison and
evaluation studies of learning content management
systems. Paper presented at IADIS International
Conference on Applied Computing 2005 (pp. 80-86).
Algarve, Portugal. Martín-Blas, T.,
Serrano-Fernández, A. (2009). The role of new
technologies in the learning process Moodle as a
teaching tool in Physics. Computers Education,
52, 35-44.
Results
The trend in the analysis suggests that forum
(61.09), messages (17.56), and chat (9.24)
were among most favourite activities (87.89)
tried by the participants. Wikis, likewise, were
more popular (3.15) than journals (0.80).
Assignments, which were obligatory exercises,
also attracted 8.14 of student clicks.