The Constructivism English Online Teaching Moodle-Based Integration In Higher Education Context
DOI:
https://doi.org/10.32585/ijelle.v5i1.2931Keywords:
Constructivism, online learning environment, Moodle, English teaching, Higher EducationAbstract
The online environment has been transformed all educational contexts of Higher Education in Indonesia. This situation occurred because of the Covid-19 pandemic. The constructivism notion became undoubtful to be implemented in English pedagogy online Moodle environment. Nonetheless, there are a few investigations to the capabilities adopt and accept in Moodle system and specification feature. The study used a qualitative research approach ethnographic case study method to investigate an issue and get a thorough knowledge of constructivist philosophy in Moodle. The research focuses on 43 English lecturers in Higher Education in south Jakarta who are also transitioning to online instruction. A constructivist Moodle-based online environment was established using an electronic open-ended questionnaire and structured interview. The thematic analysis found the characterization of constructivism theory implements in Moodle-based. It included multiple resources material, engaging language learners’ experience, utilizing learners’ feedback, encouraging conversation, enhancing learners’ cognitive process, initiating learners’ autonomy environment, providing data and supplementary resources, and facilitating written interaction. The constructivism philosophy had been in integrating sufficiently in teaching English Moodle-based. The Resources and Activities had supported its features inside the system
References
Abdula, A. I., Baluta, H. A., Kozachenko, N. P., & Kassim, D. A. (2020). Peculiarities of using of the Moodle test tools in philosophy teaching.
al Fadda, H. (2019). The Relationship between Self-Regulations and Online Learning in an ESL Blended Learning Context. English Language Teaching, 12(6), 87–93.
Al-Jarrah, T. M., Mansor, N., Talafhah, R. H., & Al-Jarrah, J. M. (2019). The application of metacognition, cognitivism, and constructivism in teaching writing skills. European Journal of Foreign Language Teaching.
Aljohani, M. (2017). Principles of “constructivism” in foreign language teaching. Journal of Literature and Art Studies, 7(1), 97–107.
Amer, A., & Daher, W. (2019). Moodle quizzes as a teaching tool in English for academic purposes course. International Journal of Innovation and Learning, 25(1), 35–49.
Ayan, E. (2015). Moodle as builder of motivation and autonomy in English courses. Open Journal of Modern Linguistics, 5(01), 6.
Aylin, A., & KAYAOĞLU, M. N. (2017). The use of Moodle in language instruction. The Online Journal of Communication and Media, 3(2), 22.
Bataineh, R. F., & Mayyas, M. B. (2017). The utility of blended learning in EFL reading and grammar: A case for Moodle. Teaching English with Technology, 17(3), 35–49.
Bozkurt, G. (2017). Social Constructivism: Does It Succeed in Reconciling Individual Cognition with Social Teaching and Learning Practices in Mathematics?. Journal of Education and Practice, 8(3), 210–218.
Chang, M.-M., & Lan, S.-W. (2021). Exploring undergraduate EFL students’ perceptions and experiences of a Moodle-based reciprocal teaching application. Open Learning: The Journal of Open, Distance and e-Learning, 36(1), 29–44.
Cordova, J. v, & Dechsubha, T. (2018). Using moodle in improving listening abilities in english for specific purposes of vongchavalitkul university students. ASEAN/Asian Academic Society International Conference Proceeding Series, 524–531.
Eldeeb, S. (2019). An investigation into students’ views on blended learning at the English Language Institute in King Abdulaziz University. Arab World English Journal, Special, 1, 164–178.
Elhawwa, T. (2017). The implementation of Moodle platform through lecturer’s perspectives at English department. Journal on English as a Foreign Language, 7(2), 227–240.
El-Maghraby, A. L. (2021). Investigating The Effectiveness of Moodle Based Blended Learning in Developing Writing Skills for University Students. Journal of Research in Curriculum Instruction and Educational Technology, 7(1), 115–140.
Famularsih, S. (2020). Students’ experiences in using online learning applications due to COVID-19 in English classroom. Studies in Learning and Teaching, 1(2), 112–121.
Feizabadi, N., Aliabadi, K., & Ahmadabadi, M. (2016). The impact of English learning software Moodle. International Journal of Humanities and Cultural Studies (IJHCS) ISSN 2356-5926, 1(1), 1427–1437.
Finnegan, M., & Ginty, C. (2019). Moodle and social constructivism: Is Moodle being used as constructed? A case study analysis of Moodle use in teaching and learning in an Irish Higher Educational Institute. All Ireland Journal of Higher Education, 11(1).
Gluchmanova, M. (2016). Using the Moodle platform in English teaching. TEM Journal, 5(4), 492–497.
Gulbinskienė, D., Masoodi, M., & Šliogerienė, J. (2017). Moodle as virtual learning environment in developing language skills, fostering metacognitive awareness and promoting learner autonomy. Pedagogika, 127(3), 176–185.
Gundu, N., & Ozcan, D. (2017). Implementation of the Moodle system into EFL classes. Profile Issues in TeachersProfessional Development, 19, 51–64.
Herzog, C., Handke, C., & Hitters, E. (2019). Analyzing talk and text II: Thematic analysis. In The Palgrave handbook of methods for media policy research (pp. 385–401). Springer.
Huang, Q. (2016). Learners’ Perceptions of Blended Learning and the Roles and Interaction of f2f and Online Learning. Ortesol Journal, 33, 14–33.
Istifci, I. (2017). Perceptions of Turkish EFL students on online language learning platforms and blended language learning. Journal of Education and Learning, 6(1), 113–121.
Iwata, J., Clayton, J., & Saravani, S.-J. (2017). Learner autonomy, microcredentials and self-reflection: a review of a Moodle-based medical English review course. International Journal of Information and Communication Technology, 10(1), 42–50.
Jeong, K. O. (2017). The use of moodle to enrich flipped learning for english as a foreign language education. Journal of Theoretical and Applied Information Technology, 95(18), 4845–4852.
Kumar, V., & Sharma, D. (2016). Creating collaborative and convenient learning environment using cloud-based moodle LMS: an instructor and administrator perspective. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 11(1), 35–50.
Manan, N. A., & Rahmat, A. (2020). Moodle-Based Speaking Learning Model. Journal of Physics: Conference Series, 1477(4), 042009.
Memon, A. R., & Rathore, F. A. (2018). Moodle and Online Learning in Pakistani Medical Universities: An opportunity worth exploring in higher education and research. J Pak Med Assoc, 68(7), 1076–1078.
Mpungose, C. B. (2020). Is Moodle a platform to decolonise the university curriculum? Lecturers’ reflections. Africa Education Review, 17(1), 100–115.
Neupane, A. (2019). FOSTERING LEARNER AUTONOMY VIA MOODLE: REFLECTIONS ON STUDENTS’PERCEPTIONS.
Prasetya, R. E. (2021). Effectiveness of Teaching English for Specific Purposes in LMS Moodle: Lecturers’ Perspective. Journal of English Language Teaching and Linguistics, 6(1), 93–109.
Rad, M. R. (2018). The effect of Moodle-mediated instruction on the reading comprehension of Iranian EFL Learners. International Journal of Advanced Multidisciplinary Scientific Research, 1(3), 70–78.
Sulisworo, D., & Santyasa, I. W. (2018). Maximize the mobile learning interaction through project-based learning activities. Educational Research and Reviews, 13(5), 144–149.
Theohari, E. (2019). Analyzing the efficacy of Moodle towards in-service EFL teachers’ development: the case of the HOU. Research Papers in Language Teaching and Learning, 10(1), 265–286.
van Hover, S., & Hicks, D. (2017). Social constructivism and student learning in social studies. The Wiley Handbook of Social Studies Research, 270–318.
Xiaqing, L., Songqing, L., & Xiaohui, D. (2016). Study on Blended Learning Model for College English Teaching Based on Moodle System.
Yurzhenko, А. Y. (2019). An e-course based on the LMS MOODLE to teach" Maritime English for professional purpose".
Zabolotniaia, M., Cheng, Z., Dorozhkin, E., & Lyzhin, A. (2020). Use of the LMS Moodle for an effective implementation of an innovative policy in higher educational institutions. International Journal of Emerging Technologies in Learning (IJET), 15(13), 172–189.
Zhang, J., & Lin, H. (2018). The New Developments of Constructivism Theory and Its Reflection on College English Teaching in the Era of New Media–A Case Study of International Textile Trade English. Theory and Practice in Language Studies, 8(6), 649–655.
Zhang, X. (2016). Student-centered College English Teaching based on Moodle Platform. 2016 5th International Conference on Social Science, Education and Humanities Research. Atlantis Press.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with the International Journal of English Linguistics, Literature, and Education (IJELLE) agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
