Análisis de los modernos sistemas de control electrónico de los conocimientos de los futuros especialistas de perfil farmacéutico basados en moodle: problemas y perspectivas de mejora

Autores/as

  • Yevgen Diiev Pylyp Orlyk International Classical University, Health Protection Department, Kotelna, Mykolaiv, Ukraine.
  • Iryna Radziievska Cherkasy Medical Academy, Department of Fundamental Disciplines, Cherkasy, Ukraine.
  • Mykhailo Sherman Kherson State University, Faculty of Computer Science, Physics and Mathematics, Department of Computer Science and Software Engineering, Kherson, Ukraine.
  • Alla Kulichenko Zaporizhzhia State Medical University, International Faculty No. 2, Department of Foreign Languages, Zaporizhzhia, Ukrainе.
  • Svitlana Vovk Donetsk National Medical University, Department of Higher Education, Health and Hygiene Management, Kramatorsk, Ukrainе.
  • Maryna Biriukova Department of Sociology and Public Administration National Technical University, Kharkov Polytechnic Institute, Kharkov, Ukrainе.

DOI:

https://doi.org/10.20952/revtee.v15i34.17363

Palabras clave:

Aprendizaje a distancia, Control del conocimiento, E-learning, Educación farmacéutica, Moodle

Resumen

Desarrollo de los ajustes metodológicos y axiológicos que contribuyen a la eficacia de los sistemas modernos de control de conocimientos de los estudiantes de farmacia en el sistema Moodle. Se aplicó el método filosófico-científico sinérgico para proporcionar una consideración versátil de los problemas del uso del formato de aprendizaje a distancia. Se demostró el uso activo del entorno de aprendizaje Moodle por parte de los estudiantes de farmacia de estas instituciones de educación superior. Los elementos, mediante los cuales se realizó el control de conocimientos, confirmaron su eficacia, ya que los resultados de la evaluación de conocimientos de los estudiantes realizada en Moodle coincidieron en su mayoría con los exámenes y pruebas de calificación (en particular, KROK). Entre las directrices clave, señalamos la apertura, que implica la comprensibilidad de las tareas; el dinamismo, que proporciona la posibilidad de cambiar o ajustar las tareas de control; el valor educativo y pedagógico de las formas de control, que forman un sistema eficaz de evaluación de los conocimientos y habilidades de los estudiantes; el cumplimiento de las normas morales y psicológicas al realizar el control en el sistema de aprendizaje a distancia Moodle. Perspectivas para la investigación futura vemos la creación de un sistema internacional unificado de control de las ramas relevantes del conocimiento (en nuestro caso - especialidad farmacéutica) basado en el entorno inicial Moodle.

Descargas

Los datos de descargas todavía no están disponibles.

Biografía del autor/a

Yevgen Diiev, Pylyp Orlyk International Classical University, Health Protection Department, Kotelna, Mykolaiv, Ukraine.

ORCID: https://orcid.org/0000-0002-8553-2342

Iryna Radziievska, Cherkasy Medical Academy, Department of Fundamental Disciplines, Cherkasy, Ukraine.

ORCID: https://orcid.org/0000-0002-5216-1928

Mykhailo Sherman, Kherson State University, Faculty of Computer Science, Physics and Mathematics, Department of Computer Science and Software Engineering, Kherson, Ukraine.

ORCID: https://orcid.org/0000-0001-5120-620X

Alla Kulichenko, Zaporizhzhia State Medical University, International Faculty No. 2, Department of Foreign Languages, Zaporizhzhia, Ukrainе.

ORCID: https://orcid.org/0000-0003-1469-3816

Svitlana Vovk, Donetsk National Medical University, Department of Higher Education, Health and Hygiene Management, Kramatorsk, Ukrainе.

ORCID: https://orcid.org/0000-0003-3883-1320

Maryna Biriukova, Department of Sociology and Public Administration National Technical University, Kharkov Polytechnic Institute, Kharkov, Ukrainе.

ORCID: https://orcid.org/0000-0003-0525-3659

Citas

Al Soub, T. F., & Amarin, N. Z. (2021). The reality of using Moodle In a distance education program. Cypriot Journal of Educational Sciences, 16(5), 2173–2192. https://doi.org/10.18844/cjes.v16i5.6237

Al-Azawei, A. (2019). What drives successful social media in education and E-learning? A comparative study on Facebook and Moodle. Journal of Information Technology Education Research, 18, 253–274. https://doi.org/10.28945/4360

Antoniou, S. & Papadima-Sophocleous, S. (2022). Using Moodle Quiz to create language consolidating and testing activities. In: Policies, Practices, and Protocols for the Implementation of Technology Into Language Learning. IGI Global, 20–53. doi:10.4018/978-1-7998-8267-1.ch002

Ariffin, N., & Razali, A. B. (2019). Exploring the Potential of Facebook Group Discussion Platform for Trainee Teachers’ Reflective Practice. International Journal of Academic Research in Progressive Education and Development, 8(4). https://doi.org/10.6007/ijarped/v8-i4/6691

Athaya, H., Nadir, R. D. A., Indra Sensuse, D., Kautsarina, K., & Suryono, R. R. (2021, September). Moodle Implementation for E-Learning: A Systematic Review. In 6th International Conference on Sustainable Information Engineering and Technology 2021 (pp. 106-112). doi: 10.1145/3479645.3479646

Badia, A., Martín, D., & Gómez, M. (2018). Teachers’ Perceptions of the Use of Moodle Activities and Their Learning Impact in Secondary Education. Technology, Knowledge and Learning, 24(3), 483–499. https://doi.org/10.1007/s10758-018-9354-3

Cabero-Almenara, J., Arancibia, M. L., & Del Prete, A. (2019). Technical and Didactic Knowledge of the Moodle LMS in Higher Education. Beyond Functional Use. Journal of New Approaches in Educational Research, 8(1), 25–33. https://doi.org/10.7821/naer.2019.1.327

Cedazo, R., Garcia Cena, C. E., & Al-Hadithi, B. M. (2015). A friendly online C compiler to improve programming skills based on student self-assessment. Computer Applications in Engineering Education, 23(6), 887–896. https://doi.org/10.1002/cae.21660

Cleveland, S., & Block, G. (2017). Toward knowledge technology synchronicity framework for asynchronous environment. International Journal of Knowledge Society Research, 8(4), 23–33. https://doi.org/10.4018/ijksr.2017100102

Cristina Miranda, M. (2021). Moodle tests: not so much of a fuss when you have R Motivation Why Moodle? R-Exams package Questions Exams generator Multiple exams Conclusions Acknowledgements Moodle tests: not so much of a fuss when you have R. http://dx.doi.org/10.13140/RG.2.2.11026.38087

Daniela, L., & Rūdolfa, A. (2019). Learning platforms: How to make the right choice. In Didactics of Smart Pedagogy (pp. 191–209). Springer International Publishing. https://doi.org/10.1007/978-3-030-01551-0_10

Elihami, E., Musdalifah, M., & Hasan, H. (2021). Increasing the higher of think through moodle application: The effects of learning procees in the higher education system. Journal of Physics. Conference Series, 1783, 012054. https://doi.org/10.1088/1742-6596/1783/1/012054

Garcia-Murillo, G., Novoa-Hernandez, P., & Rodriguez, R. S. (2020). Technological satisfaction about moodle in higher education—A meta-analysis. IEEE Revista Iberoamericana de Tecnologias Del Aprendizaje, 15(4), 281–290. https://doi.org/10.1109/rita.2020.3033201

Gillani, S. W., Gulam, S. M., Al-Salloum, J., & Assadi, R. A. (2021). Assessment of outcomes associated with a Moodle-based lesson design for a research course in pharmacy education: An experimental pilot process validation study. Pharmacy Education, 21, 642-650. http://dx.doi.org/10.46542/pe.2021.211.642650

Hasan, L. (2021). Examining user experience of moodle e-learning system. International Journal of Advanced Computer Science and Applications : IJACSA, 12(11). https://doi.org/10.14569/ijacsa.2021.0121141

Humeniuk, I., Kuntso, O., Lebedieva, N., Osaulchyk, O., & Dakaliuk, O. (2021). Moodle as e-learning system for esp class. Independent Journal of Management & Production, 12(6), s646–s659. https://doi.org/10.14807/ijmp.v12i6.1755

Jánský, J., Jekl, J. & Růžička, V. (2021). Moodle quiz as a tool for distance education. ICERI2021 Proceedings, 8–9, 4026-4035. doi: 10.21125/iceri.2021.0952

Kaya, M., & Özel, S. A. (2014). Integrating an online compiler and a plagiarism detection tool into the Moodle distance education system for easy assessment of programming assignments. Computer Applications in Engineering Education, 23(3), 363–373. https://doi.org/10.1002/cae.21606

Kazanidis, I., Pellas, N., Fotaris, P., & Tsinakos, A. (2018). Facebook and moodle integration into instructional media design courses: A comparative analysis of students’ learning experiences using the community of inquiry (CoI) model. International Journal of Human-Computer Interaction, 34(10), 932–942. https://doi.org/10.1080/10447318.2018.1471574

Lobach, N., Isychko, L., Dymar, N.M., Vakaliuk, I., Yuryk, O. & Bokova, S.I. (2021). Moodle Innovation Learning Technology for Medical Education: From Theory to Practice. Journal of Pharmaceutical Research International, 33(59A), 245–260. doi: 10.9734/jpri/2021/v33i59A34269.

Lorenzoni, A. A., Manzini, F., Soares, L., & Leite, S. N. (2019). E-learning in Pharmacy Education: what do we know about it? Brazilian Journal of Pharmaceutical Sciences, 55. https://doi.org/10.1590/s2175-97902019000118100

Luo, T., Murray, A., & Crompton, H. (2017). Designing Authentic Learning Activities to Train Pre-Service Teachers About Teaching Online. The International Review of Research in Open and Distributed Learning, 18(7), 141-157 https://doi.org/10.19173/irrodl.v18i7.3037

Makruf, I., Rifa'I, A.A. & Triana, Y. (2022). Moodle-based online learning management in higher education. International Journal of Instruction, 15(1), 135-152. https://www.e-iji.net/dosyalar/iji_2022_1_8.pdf

Manca, S., & Ranieri, M. (2016). Is Facebook still a suitable technology-enhanced learning environment? An updated critical review of the literature from 2012 to 2015: Is Facebook a suitable TEL environment? Journal of Computer Assisted Learning, 32(6), 503–528. https://doi.org/10.1111/jcal.12154

Pate, K. A., Pate, A. N., Sampognaro, L. A., Brady, J. H., & Caldwell, D. J. (2017). Design, implementation, and evaluation of an online elective course on current topics in pharmacy. Currents in Pharmacy Teaching and Learning, 9(4), 528–536. https://doi.org/10.1016/j.cptl.2017.03.008

Petrovic, N., Jeremic, V., Cirovic, M., Radojicic, Z., & Milenkovic, N. (2014). Facebook Versus Moodle in Practice. The American Journal of Distance Education, 28(2), 117–125. https://doi.org/10.1080/08923647.2014.896581

Skoropad, K. (2021). Opportunities of distance learning at the medical university. Art of Medicine, 3(19), 135-138. doi: 10.21802/artm.2021.3.19.135

Srivastava, P., & Srivastava, S. (2021). Moodle. In Transforming Higher Education Through Digitalization (pp. 133–144). CRC Press. https://doi.org/10.1201/9781003132097-8

Tait, L., Lee, K., Rasiah, R., Cooper, J., Ling, T., Geelan, B., & Bindoff, I. (2018). Simulation and Feedback in Health Education: A Mixed Methods Study Comparing Three Simulation Modalities. Pharmacy, 6(2), 41. https://doi.org/10.3390/pharmacy6020041

Wang, M., Chen, Y., & Khan, M. J. (2014). Mobile cloud learning for higher education: A case study of Moodle in the cloud. The International Review of Research in Open and Distributed Learning, 15(2). https://doi.org/10.19173/irrodl.v15i2.1676

Descargas

Publicado

2022-05-08

Cómo citar

Diiev, Y., Radziievska, I., Sherman, M., Kulichenko, A., Vovk, S., & Biriukova, M. (2022). Análisis de los modernos sistemas de control electrónico de los conocimientos de los futuros especialistas de perfil farmacéutico basados en moodle: problemas y perspectivas de mejora. Revista Tempos E Espaços Em Educação, 15(34), 17363. https://doi.org/10.20952/revtee.v15i34.17363

Número

Vol. 15 Núm. 34 (2022): Publicação Contínua

Sección

Artigos

Licencia

À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.