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(iii) Learning Management Systems (LMS): a
software framework that deploys, manage, tracks
and report on interactions between learner and
content and between the learner and the teacher (EU
Commission, 2005).
2.2 Related Work
The work in (Heirdsfield et al., 2011) collects
teacher, student and staff perceptions of teaching
and learning using Blackboard
(http://www.blackboard.com). The impact of
Blackboard has been such that technology-mediated
instruction is the norm including for on-campus
learning. All participants see Blackboard as more
than simply a repository of learning resources, and
think its interactive features enhanced students
learning experience.
(Hrastinski, 2008) presents the limitations and
benefits of synchronous and asynchronous e-
learning communication. The research discussed
therein demonstrates that synchronous and
asynchronous activity complements each other.
Synchronous activity is used for increased
motivation and convergence on meaning.
Asynchronous activity is used for increasing
reflection and ability to process information.
(Welsh et al., 2003) reviews literature on e-
learning and pointed out the future of e-learning,
such as (i) growth in synchronous learning; (ii)
prevalence of blended solutions; (iii) improved
technology and access.
A subset of parameters of the Yi-ShunWang
framework was selected to evaluate the eLearning
Center at University of Tehran (Ketabchi et al.,
2008). These parameters are grouped into (i)
content-related (ii) communicative-related (iii)
evaluation-related and (iv) LMS-related. The
opinion of 3000 students about eCourses
(mathematics, physics, chemistry and languages)
was collected and the results reveal a low
classification for the LMS, which should be replaced
by another.
(Kinuthia and Dagada, 2008) presents a study to
explore how ICT is being used for teaching and
learning purposes and was guided by the following
questions: how is ICT being used for teaching and
learning purposes? What instructional strategies are
employed in the design and delivery of the ICT-
integrated content? This study collected data from
interviews with educators and instructional at three
institutions of higher education in South Africa, in
physical and virtual classrooms context. The results
indicate that a varietyof tools including software,
LMS and print resources are being integrated. There
are barriers to e-learning, such as, large class sizes,
limited bandwidth, time, and financial limitations.
Regardless of this, learners and educators are
satisfied with e-learning.
Our work differs from previous since we collect
information about i) how participants use ICT
elements (video, power points, Moodle,
OpenMeetings, etc.) and ii) the participants’ opinion
about OpenMeetings, i. e. synchronous sessions.
2.3 Course Characterization
The undergraduate degree is offered both on-campus
and distance mode. Therefore, some students choose
to study in distance mode because of family and/or
work commitments, or because they live too far
from the campus. As said, the course uses Moodle as
a LMS and for asynchronous sessions. Here is where
resources are published: video (YouTube or other);
power point documents; documents in pdf or
spreadsheets; glossary, etc. Forum, Chat and
assignments are Moodle features used by teachers
and students.
For the synchronous sessions, i. e, web
conference, the OpenMeetings (OM) framework is
used, using its Moodle’s plug-in (https://moodle.org/
plugins/view.php?plugin=mod_openmeetings).
All curricular units use OM two hours per week.
The teachers had training in Moodle and OM, but
students did not. Teachers have autonomy to expose
the content as they wish.
3 METHOD
All teachers and students of the undergraduate
degree were invited to participate in an online
survey. Two surveys, one for each group, were
performed based on three criteria. The criteria were
the identification of (1) participants’ profile, (2)
technological aspects and (3) methodological
aspects. Using criterion (2) is possible to collect
participants’ opinion about Moodle and
OpenMeetings, in particular, and other ICT elements
in general (video, power points, etc.). Criterion (3)
collects how participants use Moodle and
OpenMeetings, and other ICT elements. The
survey’s items for criteria (2) and (3) are presented
in Section 4.
Considering the results of participants’ profile,
the average age of teachers is 42 and the age range is
28-52. The average age of students is 39 and the age
range is 23-56 years. About half the students from
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