A Comparative Analysis of the Moodle and Edx Educational Platforms from a Tutor-Student Perspective
Traditional eLearning platforms are teacher centred and do not allow open and free access to education. To follow a course on a traditional platform the students must have a certain profile (knowledge background) and, at the end, they obtain new knowledge / abilities / competences. In 2011-2012 have been developed the first MOOC (Massive Open Online Courses) platforms with the aim to vastly increase access to education. The MOOC platforms have some differences compared to traditional eLearning platforms: the number of students in a course can be very high (tens of thousands or even hundreds of thousands), the role of the tutor is less significant, the learning assessment is based on surveys and peer assessments and courses may be enriched with multimedia and hypermedia materials. Among MOOC platforms, open edX is a very popular platform developed by a consortium of universities from USA. Due to the fact, this platform can be installed for free, it is under continuous development, scalable and well documented, it has been chosen for many educational projects. This paper presents a comparative analysis between a traditional learning platform (Moodle) and a MOOC platform (open edX) taking into consideration the data achieved in four educational projects.
Matkin, G. (2014). MOOC Research: What Can We Do with Big Data? Proceedings of Open Education Global 2015: Innovation and Entrepreneurship.
Onah, D. F. O., Sinclair, J., Boyatt, R. (2014). Dropout Rates of Massive Open Online Courses: Behavioural Patterns. EDULEARN14 Proceedings, pp. 5825-5834.
Rovai, A. P., & Jordan, H. M. (2004). Blended Learning and Sense of Community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2).
Copyright (c) 2017 LUMEN Proceedings
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Selection and peer-review under responsibility of the Organizing Committee of the conference.
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 4.0 Unported License, permitting all non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited