Adaptability in Moodle, Case: Grading restrictions

Quispe-Pari E.; Tamo-Vargas G.; Bedregal-Alpaca N.; Guevara K.; Delgado-Barra L.; Laura-Ochoa L. · RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao (2023)

Resumen

After a period of adaptation of the teaching-learning processes to non-face-to-face modalities, where student-centered learning supported by Learning Management Systems (LMS) is gaining importance, new needs arise to enhance the functionalities of these tools. This paper presents a proposal for the incorporation of restrictions around the grades obtained by students in various activities in a Moodle course, with the purpose to include adaptability features that respond to the learning styles of each student. Experimental research has been developed based on the DBR (Design-Based-Research) methodology, through the development of experimental prototypes in which these constraints have been implemented and integrated into Moodle. It is concluded that by incorporating these restrictions, it will be possible to carry out an instructional design that contemplates adaptability characteristics in the teaching-learning process.

Instituciones: Universidad Nacional de San Agustín de Arequipa