Assessing the Success Rate of Students Using a Learning Management System Together with a Collaborative Tool in Web-Based Teaching of Programming Languages

In our study, we have put forward the argument that foreign language teaching, especially German language teaching has not been in the desired levels, and that German Teaching Departments are inadequate in training teachers. We have tried to prove our argument with numerical data in different aspects. First of all, we presented the list of order for Gazi University German Teaching Department and other teaching departments. In this list, Gazi University was 3 times the top in the list among 16 universities in the last 5 years. Next, we sought an answer to the question “What are the qualities of a good teacher?” On this topic, we presented the views of different experts as well as the criteria ‘The General Qualifications for the Teaching Profession’ prepared by the Ministry of Education. The third step was a table showing the success rates of students for subjects related to field knowledge at Gazi University German Teaching Department. This detailed table showed that the rate of passing classes was 87.5% and the success rates for the classes passed was 88.3 % for the years 2013-2017. As the fourth step, we conducted a questionnaire with students at Gazi University German Teaching Department to measure their subject knowledge. We asked 35 basic and elementary level questions to the students. We converted the obtained answers to relevant tables and we evaluated the success rates of numerical values. As a result, we found a shocking result of 66% failure and 34% success. Last of all, we found that the success rates of students in graduate classes, and the results of our questionnaires are not in line with each other. We also found out that the exam results of the Teaching Subject Knowledge Test supported the data found by our questionnaire. We have stated that teachers are not well trained. More than that, if we want to achieve success in education, especially in foreign language teaching, we suggest that the teaching profession receives higher salaries and that intelligent students are motivated to choose foreign language departments.In our study, we have put forward the argument that foreign language teaching, especially German language teaching has not been in the desired levels, and that German Teaching Departments are inadequate in training teachers. We have tried to prove our argument with numerical data in different aspects. First of all, we presented the list of order for Gazi University German Teaching Department and other teaching departments. In this list, Gazi University was 3 times the top in the list among 16 universities in the last 5 years. Next, we sought an answer to the question “What are the qualities of a good teacher?” On this topic, we presented the views of different experts as well as the criteria ‘The General Qualifications for the Teaching Profession’ prepared by the Ministry of Education. The third step was a table showing the success rates of students for subjects related to field knowledge at Gazi University German Teaching Department. This detailed table showed that the rate of passing classes was 87.5% and the success rates for the classes passed was 88.3 % for the years 2013-2017. As the fourth step, we conducted a questionnaire with students at Gazi University German Teaching Department to measure their subject knowledge. We asked 35 basic and elementary level questions to the students. We converted the obtained answers to relevant tables and we evaluated the success rates of numerical values. As a result, we found a shocking result of 66% failure and 34% success. Last of all, we found that the success rates of students in graduate classes, and the results of our questionnaires are not in line with each other. We also found out that the exam results of the Teaching Subject Knowledge Test supported the data found by our questionnaire. We have stated that teachers are not well trained. More than that, if we want to achieve success in education, especially in foreign language teaching, we suggest that the teaching profession receives higher salaries and that intelligent students are motivated to choose foreign language departments.

Digitalisation has revolutionised the way many areas of our societies work, but until recently only impacted university education to a limited extent. However, after the pandemic it has become clear for decision makers, professors, and students that the technology has a lot to offer, and that digital technologies can support teaching and learning activities in many ways, from improved collaboration tools, to the possibility of online meetings/classes, via interactive tools that can be used in the classroom and all the way to data-driven approaches for predicting students failing exams or dropping out of their studies. With this paper, we aim to support both professors and decision makers in navigating the plethora of digital tools, keeping in mind that the main purpose is to create meaningful and challenging learning experiences for the students – rather than trying out new technology for the sake of technology. We first present a taxonomy for different types of tools, to differentiate between e.g. administrative tools, collaboration tools, communication tools, databases, hardware, artificial intelligence, virtual/augmented reality, streaming tools, tools for interactive teaching, and learning management systems. Following this, we discuss how the different categories of tools can be used to enhance our teaching-learning environments with particular focus on creation of active learning experiences, didactical considerations, and on the impact of professor and student roles. Many of the technologies enable the students to work and learn together with their peers, which is positive, but it also changes the role of the professor in the direction of being more of a facilitator, a guide. Moreover, the technologies also support the creation of problem-based learning situations not only because students get access to learning resources when they need them but also because the new technologies support collaboration across organisational and geographical boundaries. The new tools can also be used to simulate realistic environments and experiments that were not possible before and will help universities to cope with new reality supported by digitalisation.

The current study aims to investigate the literature on the use of web tools in language teaching with an in-depth analysis by obtaining the opinions of the trainees of the certificate program in different periods. Literature on the use of web tools was analyzed according to certain criteria and summarized to gain a broad perspective. The research was carried out with 45 trainees within the scope of the case study. The online certificate program, in which the study is conducted, is a certificate program that is organized periodically within the scope of Teaching Turkish as a Foreign Language, and its target is teachers or pre-service teachers. A different subject is covered in each course in the certificate program. One of the topics covered in "The Use of Web Tools in Language Teaching". In the context of this subject, theoretical and practical training is given on the use of web tools in online language teaching. Within the scope of this course, the learners were given training on the use of web tools in language teaching, and applications were made. The same training was given for each group and data collection was carried out immediately after the training. The data was obtained online from the participants in three different certificate programs held in different periods. The data were analyzed with NVivo 12 software and content analysis was performed. The results of the research were interpreted in line with the working groups and suggestions were made.

Wikis are one of many Web 2.0 components that can be used to enhance the learning process. A wiki is a web communication and collaboration tool that can be used to engage students in learning with others within a collaborative environment. This paper explains wiki usage, investigates its contribution to various learning paradigms, examines the current literature on wiki use in education, and suggests additional uses in teaching software engineering.

In common traditional learning, there are some weaknesses, one of which is students' limitation of receiving additional learning material. The use of e-learning in schools is expected to be a solution to these problems, because generally e-learning contains known traditional learning components such as group discussions, ideas submission and knowledge accumulation. Social Network allows users to do problem solving, creates connection and collaborates with other users. In this paper, the authors build e-learning system with interactive and collaborative platforms concept. Interactive and collaborative platform makes learning as a combination of cognitive and constructive process with social process, so it encourages more active learning and supports better group interaction. The concept of e-learning with interactive and collaborative platform and its features, such as news feeds, chat box, like and comment feature along with open course system, are able to increase the level of E-learner Satisfaction which includes Learner Interface, Learning Community, also Content and Personalization.

This chapter reviews and compares the most promising collaborative virtual environment platforms, which have been used or proposed for supporting educational activities in terms of their potential to support collaborative e-learning. The most promising environment according to the results of this review is Second Life. Second Life is further examined by validating the platform’s features, philosophy and policies against some basic design principles for collaborative virtual learning environments in order to better assess its design adequacy for online learning. Furthermore, the chapter will present the features that the authors have implemented within the Second Life platform, in order to facilitate both the jigsaw and fishbowl collaborative e-learning techniques. Finally, the authors will present a case study concerning the evaluation of Second Life by undergraduate students in order to assess its potential to support these collaborative e-learning techniques.

Although educators are excited about the potential of social network sites for language learning (SNSLL), there is a lack of understanding of how SNSLL can be used to facilitate teaching and learning for English as Second language (ESL) instructors and students. The purpose of this study was to examine the affordances of four selected SNSLL (LingQ, Lang-8, italki, and Polyglotclub) through site design and user experience from two perspectives: Using the sites as a language teacher through site analyses and using the sites as a language learner through usability testing. The findings showed that these sites have the potential to facilitate language learning. The learning tasks created using the social networking features of these sites are to provide examples of how to use these SNSLL as teaching tools under a socio-constructivist learning framework. In addition, the results of the usability testing highlighted the importance of considering the website’s information, interface, and interaction designs. SNSLL should be as easy to use and as intuitive to navigate as possible. We hope the findings will provide valuable insights regarding how SNSLL can be used as teaching and learning tools, and how they should be designed to facilitate pedagogical goals.

The technological era has significantly impacted the quality of mathematics education. In reality, the frequency of technology usage in the classroom is minimal, and teachers continue to face challenges when utilizing learning management systems (LMS). Therefore, the purpose of this study is to identify the impact of LMS on the development of technological pedagogical content knowledge (TPACK) and digital skills of pre-service mathematics teachers. This mixed-methods study, employing an exploratory approach, involved 76 pre-service mathematics teachers (22 males, 54 females). Data was collected through questionnaires and interviews and subsequently compiled using Microsoft Excel and saved in CSV format. The data were then analyzed using Jamovi software version 2.4.8.0. Findings show that digital skills significantly influence TPACK development (β = 0.63, p < 0.001), more so than LMS usage (β = 0.49, p < 0.001), with a combined explanatory power of 65% (R² = 0.65). Higher digital skills improve pre-service teachers' ability to integrate technology into pedagogy and content. Additionally, final-year pre-service teachers show greater competencies. Male pre-service teachers generally exhibit higher digital skills than females (p < 0.001), influencing their capacity to effectively use digital tools in teaching. The strong correlation between digital skills and LMS usage (Spearman’s ρ = 0.86) underscores the need for structured digital competency development in teacher education. These findings emphasize the importance of fostering digital literacy and technology-integrated practicum experiences in mathematics instruction. Universities and school administrators should implement targeted training programs to enhance LMS utilization and help pre-service teachers develop strong TPACK competencies.

Universities across the globe have invested heavily in a Learning Management System (LMS); however, the adoption and usage is hindered by a number of factors. Recently, a University of Technology (UoT) in KwaZulu-Natal embarked on a major re-circulation drive to embrace student-centred learning. However, this process was stalled by slow maturity use of LMS. Therefore, this paper evaluates the acceptance and usage of an approved LMS amongst academics at a UoT. An e-survey in which 111 academics participated, all having teaching designations, was superseded by semi-structured interviews. A significant finding of the technology acceptance model (TAM) was impugned, in reflecting the gap between low actual usage and high acceptance. Assessments seemed to be given lowest priority, with aspects such as communication and course management receiving highest priority. Little utilized were collaboration tools. Such include blogs, wikis, and a discussion forum. Dedicated training on features of the learning management system, covering its educationally progressive aspects, is of the essence. TAM may require closer scrutiny to account for successful LMS usage at universities.

Often we discuss about student's educational needs and wishes. What about teacher's needs and/or wishes in terms of educational system functional rules? Simply the teachers should sometimes use paper and students should always use computers or others devices for the same material or task? We think not. But we estimate they both needs a minimal package of teaching and learning tools for a well-structured learning management system (LMS) that will compose a reliable and decent virtual learning environment. Successfully distance learning imply a well-organized pedagogical approach and, subsequently, a structured learning environment. In this perspective, if we struggle to improve the results, we consider that both teachers’ and students’ perspective must be taken into account. We agree that the students must have all the tools that they need to learn. But for this purpose, the teachers should also have the essential tools for managing the learning process. If we demand why the LMS's are not entirely accepted as good learning environments, a good reasons seems to be even the lack of this minimal technical tools for managing teaching-learning processes. This paper emphasizes the teachers’ experience of the most utilized learning management systems (LMS), in both technical and pedagogical perspective. First, in technical perspective, we focus on the strengths and weakness of some commonly used LMSs: Moodle, Blackboard, Google Drive and Google Scholar, Sakai, Joomla LMS, Wordpress LMS. Second, we struggle about pedagogical demands for an ideal LMS: we outlined some of the most useful tools for teacher as didactic process manager, as they result from a survey on some existing software applications (the most used LMS's). We tried to propose the most necessary tools for teachers and students in order to cover the entire teaching and learning process. Also, we propose an “ideal” LMS, completed with functionalities imposed by the pedagogical and administrative norms.

Creativity is enhanced by communication and collaboration. Thus, the increasing number of distributed creative tasks requires better support from computer-mediated communication and collaborative tools. In this paper we introduce “Carpeno”, a new system for facilitating intuitive face-to-face and remote collaboration on creative tasks. Normally the most popular and efficient way for people to collaborate is face-to-face, sitting around a table. Computer augmented surface environments, in particular interactive table-top environments, are increasingly used to support face-to-face meetings. They help co-located teams to develop new ideas by facilitating the presentation, manipulation, and exchange of shared digital documents displayed on the table-top surface. Users can see each other at the same time as the information they are talking about. In this way the task space and communication space can be brought together in a more natural and intuitive way. The discussion of digital content is redirected from a computer screen, back to a table where people can gather around. In contrast, collaborative virtual environments (CVE) are used to support remote collaboration. They frequently create familiar discussion scenarios for remote interlocutors by utilizing room metaphors. Here, virtual avatars and table metaphors are used, where the participants can get together and communicate with each other in a way that allows behaviour that is as close to face-to-face collaboration as possible. The Carpeno system described here combines table-top interaction with a CVE to support intuitive face-to-face and remote collaboration. This allows for simultaneous co-located and remote collaboration around a common, interactive table.

With the popularity of e-learning, to construct a perfect e-learning environment has become a popular research topic in the field of modern distance education. Cloud computing is a new computing model which is based on the grid computing, it is the core technology of the next generation of network computing platform, especially in the field of education, cloud computing is the basic environment and platform of the future e-learning. It provides secure data storage, convenient internet services and strong computing power. This essay mainly focuses on the research of the application of cloud computing in E-learning environment. Taking the “Google collaborative platform” as a case study, one factor of E-learning environment construction-“the collaborative learning platform” has been built, and also the “collaborative learning” has been given detailed illustration.

This article is chiefly concerned with multilingual programming language and system for collaboration of programming education in K-12. For a programming language to become a multilingual, it could be programmed in a manner independent on any locale. And this locale independent resource files can be easily translated into a new locale. Therefore when a multilingual programming language for K-12 is designed, it should have no keywords that have a particular meaning to the programming language. In addition, it specifies a set of characters which are based on Unicode character instead of a single character. Dolittle as a both multilingual and educational programming language has all kinds of features described above. Especially, it supports translation server for interculture collaboration between Korea and Japan to teach and learn programming education in K-12. We also conducted experimental lesson to evaluate the effectiveness of Dolittle's inflected dictionary in Korea. It was found from the result of the experimental lesson that using inflected dictionary of identifiers can decrease overall error ratio in comparison with using only one identifier.

Appears in: EDULEARN19 Proceedings Publication year: 2019Pages: 2067-2077ISBN: 978-84-09-12031-4ISSN: 2340-1117doi: 10.21125/edulearn.2019.0561Conference name: 11th International Conference on Education and New Learning TechnologiesDates: 1-3 July, 2019Location: Palma, Spain

The study focused on the assessment of the technological pedagogical and content knowledge (TPACK) of graduate students enrolled in the Master of Arts in Science Education (MASE) program and tested the effectiveness of a blended learning approach using online collaborative tools, a learning management system, and interactive resources in Biology. The specific objectives of the study included describing the profile of MASE students in terms of computer and internet resources and skills, measuring their confidence levels in the four TPACK constructs, finding significant differences in pretest and posttest scores, and obtaining student feedback on the use of Edmodo as a Learning Management System. The study employed a one-shot pretest-posttest experimental design using a combination of online resources and face-to-face interactions. Based on the results, there was an increase in the median values before and after the intervention, as shown by the difference between the pre-median and post-median. Pre-implementation, the TPACK confidence level of the students was rated fairly confident (FC), but it increased after to completely confident (CC). This suggests that the students' TPACK confidence level improved positively using the BL approach. Likewise, the t-stat value of 10.68 indicates a significant difference between the pretest and posttest scores after implementing the blended learning approach. This suggests that the blended learning approach had a positive and noteworthy impact on the student's performance, as seen in the improved test scores. The study's results highlighted the benefits of Edmodo as well as the use of interactive online activities in their performance and TPACK as reported by the students.