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THE EFFECTIVENESS OF LMS; MOODLE IN LANGUAGE LEARNING PROCESS Alimova D^. Email: Alimova690@scientifictext.ru
Alimova Dildora Komiljon kizi - Teacher, DEPARTMENT OF PRACTICE OF LANGUAGE ASPECTS, UZBEK STATE WORLD LANGUAGES UNIVERSITY, TASHKENT, REPUBLIC OF UZBEKISTAN
Abstract: the aim of this article is to analyze the user-experience of employing MOODLE and also the benefits and barriers towards its use. The results of the study would be useful to the institutions trying to integrate technology in their teaching and learning processes. The paradigm of education has been changed around the globe because of the recent development of smart technology. Thanks to these changes, various web-based course management systems or instructional approaches have been integrated into classroom learning and teaching in order to inspire the study of digital native young generation. This study investigates university students' learning experiences in using Moodle as the online learning management system which is intended to facilitate flipped learning procedures within the context of English as a foreign language (EFL).
Keywords: learning management systems; LMS, MOODLE, ICT, Business Education, perception.
ЭФФЕКТИВНОСТЬ СИСТЕМЫ УПРАВЛЕНИЯ ОБУЧЕНИЕМ; MOODLE В ПРОЦЕССЕ ИЗУЧЕНИЯ ЯЗЫКА Алимова Д.К.
Алимова Дильдора Комилжон кизи - преподаватель, кафедра практики языковых аспектов, Узбекский государственный университет мировых языков, г. Ташкент, Республика Узбекистан
Аннотация: целью данной статьи является анализ пользовательского опыта использования MOODLE, а также преимуществ и препятствий на пути его использования. Результаты исследования будут полезны для учреждений, пытающихся интегрировать технологии в свои процессы преподавания и обучения. Парадигма образования изменилась во всем мире благодаря недавнему развитию интеллектуальных технологий. Благодаря этим изменениям в систему обучения и преподавания в классе были интегрированы различные веб-системы управления курсами или учебные подходы, чтобы стимулировать изучение цифрового аборигенного молодого поколения. В этом исследовании изучается опыт обучения студентов университетов при использовании Moodle в качестве онлайн-системы управления обучением, которая предназначена для упрощения процедур обучения с переворотом в контексте английского языка как иностранного (EFL). Ключевые слова: системы управления обучением; LMS, MOODLE, ICT, бизнес-образование, восприятие.
Moodle is a web-based learning management system with pedagogical approaches based on constructivism, which emphasizes the roles of shared learning communities, learner-centeredness, and social interaction in the learning context. Flipped learning has been introduced as an effective instructional method which can supplement conventional teacher-centered instruction and help to promote learner-centered learning milieu in language classrooms. An LMS allows flexibility with respect to space and time by permitting advanced interactions between instructors and learners and ease of access to learning resources. It also functions as a single window for all kinds and levels of interactions for students, teachers and administrators (Georgiakakis et.al, 2005). Several institutions have
started using LMSs to augment their existing resources and enable distance learning. Institutes also use LMSs to manage their teaching-learning resources. However, it must be emphasised that the success of LMSs in the institutional environment is largely dependent on the acceptability of the tool by the faculty since they in turn influence the use of LMSs by students (Al-Busaidi & Al-Shihi, 2010). Along with the use of Moodle as the learning management system, adopting flipped learning as an effective instructional strategy can accomplish the pedagogical paradigm of constructivism. This paper examines a variety of issues about adopting Moodle as an online learning management system and implementing flipped learning in EFL education. This study also scrutinizes how integrating Moodle into flipped classrooms has improved students' English language learning and classroom interaction. Moodle helps educators to blend traditional classroom pedagogies with various web-based technologies in a single application (Lamb, 2004). Moodle is acknowledged as a self-directed, out of classroom practice which fosters learner autonomy. As indicated by Lamb (2004), learners generally welcome internet applications as they can learn at their own pace. Moreover, the Moodle environment aims to enhance students' experience in learning and is designed with a constructivist pedagogical framework. From all the above mentioned factors, the major factor that has a role for Moodle to be preferred as a method of learning is that teachers can easily access this software on the program's web page and design a page for their own course free of charge. New learning approaches are aiming to enhance and extend learning opportunities for our twenty-first century learners. The rapid change and developments of the technologies have provided new possibilities for designing different kind of courses for language teaching and learning. Web-based courses are one type of these designs where they can stand alone for teaching/learning or be combined into the current education process. Moreover, when computers entered the education environments, e-learning came on the scene, offering educational web sites for learning scenarios, the creation of worksheets, interactive exercises, and many other tools for the learners. This trend was and still is approved for giving an advantage to learners to learn at their own pace as well as shifting power from teacher to student for acquiring knowledge, an opportunity that a classroom may not always offer (Barr & Tagg, 1995).
Accordingly, old ways and tools can no longer meet the needs of teaching processes, the result of which is the alternative technologies and new educational methods' replacing traditional methods (Wang, Shousan, 2000Today, with the rapid expansion of information technology facilities, including high-speed internet with wide bandwidth and unlimited storage capacities, the level of the duties assigned to the computer has risen dramatically in the area of language teaching. The list of IT-based facilities is expanding every moment (Son, 2011) and these changes are in line with social-constructivist the theory in the field of educational psychology and communicative methods of language teaching. Bax (2003) divides Computer-Assisted Language Learning (CALL) into three periods. The first period, he calls Restricted CALL, from the late 1960s to early 1980s, encompassed closed drills and quiz. Learners rebuilt the texts, give short answers to closed questions, and there is actually little interaction with other learners. The kind of feedback teacher offers is limited to learners' right or wrong responses. During this period, the teacher is considered as an observer and views the issue with an exaggerated fear or admiration. In this view, technology is considered as an ancillary and optional issue. In this type of attitude, computers are in a separate computer workshop.
Learning Management System (LMS) LMS is software that manages an organization's learning. The system enables access to a series of educational resources. Carol Fallon defines learning management system as a Web-based software that allows managing and doing necessary studies to monitor the use of educational content and its results. Although he believes that different systems have different features, these features can be classified in two general categories: -Management functions such as adjusting the course, learner registration, allocation of the course and reporting of student progress based on data such as grades, final and interim period facilities, time spent on the course, and the final status upon
completion of the course. - The intersection of learner includes a page where by using ID and password, the learner enters LMS, so that through a menu or specific page have access to educational content that is dedicated to him and understand the status of his progress according to test scores (Falun, Brown, translated by Bagheri, Hossein kuchak, 2004). Learning Management System should be capable of leading Moodle is designed based on a mode of learning knowns as social constructivism. This style of learning is in the form of interaction. Based on the philosophy of this style, people learn better when they are involved with educational content, make new items for others, and communicate with other students about content and teaching materials. The difference between a traditional class and a class that follows the philosophy of social constructivism is the difference between speech and debate (Rice, 2006).
Overall, the findings suggest that Moodle software has a positive impact on the learning of students in English courses. As the results showed that language learners using LMS (Moodle software) have better learning compared to language learners using traditional environments, it can be concluded that the Special application of learning management system as a new tool promotes English language learning in the language learners. Therefore, for the quality of education, planners of learning in higher education are recommended for trying hard to design web -based programs and integrate program with computers and Internet to the growth and development of this language as a second language.
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