Przejdź do treści

Uniwersytet Śląski w Katowicach

  • Polish
  • English
  • Français
Wydział Sztuki i Nauk o Edukacji

Innovative Educational Technologies, Tools and Methods for E-learning
Scientific Editor Eugenia Smyrnova-Trybulska
“E-learning”, 12, Katowice–Cieszyn 2020, pp. 15–28
DOI: 10.34916/el.2020.12.02

el-2020-12-02

THE MOODLE COMMUNITY PLATFORM VERSUS THE MICROSOFT TEAMS CORPORATE APPLICATION

Anna Ślósarz, Pedagogical University of Krakow, Podchorążych 2, 30-084 Krakow, anna.slosarz@up.krakow.pl, ORCID 0000-0001-5524-3227

Abstract: The aim of study was to identify trends on the LMS’s and e-learning industry’s market in the context of students’ and academics’ needs in regard to distance education. Features and capabilities of the Moodle and Microsoft Teams platforms for distance education and networking purposes were analyzed and also the 5119 questionnaires conducted among the Cracow Pedagogical University students participating in distance education. 3167 questionnaires were conducted between 18th and 21st March 2020, another 1927 between 26th May and 7th June 2020, and a group of 25 students enrolled in Culture and Media Studies course completed questionnaires between 1st and 18th June 2020. The results of the research indicated that Moodle platform is better protected from unauthorized access. MT is more attractive regarding to video meetings system, but working with MT is absorbing, stressful and exhausting especially for the tutor, because MT is inscribed into corporate  practices, and is dominated by visual and synchronous communication. When it comes to testing knowledge, 37% students preferred Moodle, 22% – MT, while 41% – other. Moodle refers to university traditions, while MT – to culture of corporate co-operation and uniformity. Regulations should not aim at pleasing students’ by attractive tools, but should safeguard the good quality of distance education.

Keywords: e-learning industry market; corporation; attractiveness; video meetings; regulations.

REFERENCES

B e r g e r, P. L. & L u c k m a n n, T. (1966). The Social Construction of Reality. New York: Anchor Books.

C o b b, S.C. (2009). Social Presence and Online Learning: A Current View from a Research Perspective. Journal of Interactive Online Learning, 8(3), 241–254. ISSN 15414914. Retrieved from https://www.ncolr.org/jiol/issues/pdf/8.3.4.pdf (accessed 10 July 2020).

C u t h b e r s o n, A. (2019). China orders all foreign computers to be removed from state offices. Independent, 09.12., ISSN 0951-9461. Retrieved from https://www.independent.co.uk/life-style/gadgets-and-tech/news/china-computer-ban-google-microsoft-intelhuawei-a9239146.html (accessed 01 July 2020).

D ł u g o s z, P. (2020a). Raport z badań: “Krakowscy studenci w sytuacji zagrożenia pandemmią koronawirusa” [Research report: “Cracow students in the event of a coronavirus epidemic threat”]. Kraków: Instytut Filozofii i Socjologii Uniwersytetu Pedagogicznego im. Komisji Edukacji Narodowej w Krakowie [Krakow: Institute of Philosophy and Sociology at the Pedagogical University of National Education Commission in Krakow].

D ł u g o s z, P. (2020b). Raport z II etapu badań studentów UP. Opinia na temat zdalnego nauczania i samopoczucia psychicznego [Report from the 2nd stage of UP students’ research. Opinion on remote teaching and mental well-being]. Kraków: Instytut Filozofii i Socjologii Uniwersytetu Pedagogicznego im. Komisji Edukacji Narodowej w Krakowie [Krakow: Institute of Philosophy and Sociology at the Pedagogical University of National Education Commission in Krakow].

D o b e k – O s t r o w s k a, B. (2007). Podstawy komunikowania społecznego [Basics of social communication]. Wrocław: Wydawnictwo Astrum [Astrum Publishing House]. ISBN 978-83-7249-091-9. European Parliament. (2002). Directive 2002/14/EC of the European Parliament and of the Council of 11 March 2002 establishing a general framework for informing and consulting employees in the European Community – Joint declaration of the European Parliament, the Council and the Commission on employee representation. EUR-Lex. Retrieved from https://eur-lex.europa.eu/eli/dir/2002/14/oj (accessed 01 July 2020).

G m i t e r e k – Z a b ł o c k a, A. (2020). Studenci narzekają na zdalną naukę i… wykładowców. “Wstyd, kpina i dziwne maile” [Students complain about remote learning and… lecturers. “Shame, mockery and weird emails”]. TokFm.pl, 28.06. Retrieved from https://www.tokfm.pl/Tokfm/7,103085,26064896,studenci-narzekaja-na-zdalna-nauke-i-wykladowcow-wstyd.html (accessed 10 July 2020).

H e a r t J. (2019). Top 200 Tools for Learning 2019. Top Tools for Learning. Retrieved from  https://www.toptools4learning.com (accessed 10 July 2020). „Interia”. (2019). Microsoft Office 365 zakazany w niemieckiej Hesji. Co z usługami Google i Apple? [Microsoft Office 365 banned in Hessen, Germany. What about Google and Apple services?] Interia.pl, 16 July. Retrieved from https://nt.interia.pl/news-microsoftoffice-365-zakazany-w-niemieckiej-hesji-co-z-uslug,nId,3096743 (accessed 01.07.2020).

K e n t, D. (2020). These 38 Microsoft Teams Integrations Will Make You an Office Champion. Mio Dispatch, 06 July. Retrieved from https://dispatch.m.io/microsoft-teams-integrations (accessed 10 July 2020).

K ę d z i e r s k a, B., Ś l ó s a r z, A., R a t u s i ń s k i, T., & S k r z y p e k, W. Poradnik dla osób przygotowujących zajęcia / kursy w formie zdalnej [Guide for persons preparing classes / courses in a remote form]. Retrieved from http://moodle.up.krakow.pl/mod/resource/view.php?id=16467 (accessed 10 July 2020).

Microsoft (no date) Find the right Microsoft Teams for your business. Microsoft. Retrieved from https://www.microsoft.com/en-us/microsoft-365/microsoft-teams/compare-microsoft-teams-options (accessed 10.07.2020).

Ministerstwo Nauki i Szkolnictwa Wyższego. (2020). Rekomendacje Ministerstwa Nauki i Szkolnictwa Wyższego w sprawie kształcenia prowadzonego z wykorzystaniem metod i technik kształcenia na odległość [Recommendations of the Ministry of Science and Higher Education regarding education conducted using distance learning methods and techniques]. Retrieved from https://www.gov.pl/web/nauka/ksztalcenie-zdalne-na-uczelniach 26 March (accessed 10.07.2020).

Moodle (no date), Moodle Brand and Trademark. Retrieved from https://moodle.org/pluginfile.php/2840042/mod_page/content/23/Moodle-Logo-RGB.png (accessed 10.07.2020).
Moodle.org (no date). Statistics. Moodle.org. Retrieved from https://stats.org (accessed 10 July 2020).

O a t e s, J. (2019). Office 365 verboten in Hessen schools: German state bans cloudy Microsoft suite on privacy grounds. The Register, 16 July. Retrieved from https://www.theregister. com/2019/07/16/germany_outlaws_office_365_for_school_use/ (accessed 01 July 2020).

P a p p a s, Ch. (2015). The Top LMS Statistics and Facts For 2015 You Need To Know. eLearning Industry, 26 May. Retrieved from https://elearningindustry.com/top-lms-statistics-andfacts-for-2015 (accessed 01 July 2020).

P a r k, Ch. W., D o n g – g o o k, K. (2020). Exploring the Roles of Social Presence and Gender Difference in Online Learning. Decision Sciences, 30 April. Retrieved from https://onlinelibrary.wiley.com/doi/epdf/10.1111/dsji.12207 (accessed 09 September 2020).

P r o t a l i n s k i, E. (2020). Microsoft Teams passes 75 million daily active users. VentureBeat, April 29. Retrieved from https://venturebeat.com/2020/04/29/microsoft-teams-passes-75-million-daily-active-users (accessed 10 July 2020).

R a t a j c z a k, M. (2015). Wprowadzenie do teorii kapitalizmu kognitywnego: kapitalizm kognitywny jako reżim akumulacji [Introduction to the theory of cognitive capitalism: cognitive capitalism as an accumulation regime]. Praktyka Teoretyczna [Theoretical Practice], 1, 57–93. ISSN 2081-8130. DOI 10.14746/prt.2015.1.2.

S c l a t e r, N. (2008). A Large-Scale Open Source eLearning Systems at the Open University UK. ECAR, 12. Retrieved from https://www.educause.edu/ir/library/pdf/ERB0812.pdf (accessed 10 July 2020).

S t o c h, M. & K o s e k, G. (2020). Raport z wyników ankiety jakości kształcenia zdalnego na kierunku “Kulturoznawstwo i wiedza o mediach” [Report on the results of the survey on the quality of remote education in the field of “Cultural Studies and Media Knowledge”]. Kraków: Uniwersytet Pedagogiczny, Katedra Mediów i Badań Kulturowych [Krakow: Pedagogical University, Department of Media and Cultural Research.]. Stowarzyszenie E-learningu Akademickiego. (2008). Kryteria oceny kursu internetowego [Criteria for assessing the online course]. Retrieved from https://sea.edu.pl/kryteria (accessed 10 July 2020).

S z a r e c k i, A. (2012). Zaangażowany pracownik: kontrola emocjonalna i kolonizacja ciała pracującego w kulturze korporacyjnej [Employee involved: emotional control and colonization of the body working in corporate culture]. Kultura Współczesna [Contemporary Culture], 3, 94–107. ISSN 1230-4808.

Ś w i d e r, A. (2020). Zdalne egzaminy na uczelniach pod lupą Rzecznika [Remote examinations at universities under the Ombudsman’s magnifying glass]. Rzeczpospolita, 11 July. ISSN 0208-9130. Retrieved from https://www.rp.pl/Edukacja-i-wychowanie/306119995-Zdalne-egzaminy-na-uczelniach-pod-lupa-Rzecznika.html (accessed 11 July 2020).

T u r, H. (2020). Microsoft udostępnia za darmo Teams. Przyczyna? Koronawirus! [Microsoft provides Teams for free. Cause? Coronavirus!]. PCWorld, 11 March. Retrieved from https://www.pcworld.pl/news/Microsoft-udostepnia-za-darmo-Teams-Przyczyna-Koronawirus,419525.html (accessed 30 Juni 2020). ISSN 1232-3004.

U r b a n i e c, J. (2020). Edukacja “pandemiczna” czyli o kształceniu zdalnym na uczelniach [“Pandemic” education, i.e. about remote education at universities]. Forum Akademickie [Academic Forum], May. Retrieved from https://miesiecznik.forumakademickie.pl/czasopisma/fa-05-2020/edukacja-pandemiczna%E2%80%A8czyli-o-ksztalceniu-zdalnym-na-uczelniach%E2%80%A9 (accessed 10 July 2020). ISSN 1233-0930.

Wikipedia (2019). The logo for Microsoft Teams since 2018, found on https://office.com). Retrieved from https://pl.wikipedia.org/wiki/Microsoft_Teams (accessed 31 July 2020).

return to top