Жамият ва инновациялар –
Общество и инновации –
Society and innovations
Journal home page:
https://inscience.uz/index.php/socinov/index
The use of Moodle platform in the traditional transition of
Information Technology Science in medicine to foreign students
accepted on the basis of MBBS program at Bukhara State Medical
Institute
Yulduz ASADOVA
1
Bukhara State Medical Institute
ARTICLE INFO
ABSTRACT
Article history:
Received June 2021
Received in revised form
20 June 2021
Accepted 15 July 2021
Available online
15 August 2021
Web-adapted collaborative learning environments are often
used to support individual learning activities. This article
describes how Pakistani and Indian students can improve the
quality of their educational process and increase the students’
ability to perform assigned tasks and other work, attend classes
at higher educational institutions within the framework of the
MBBS program for foreign students entering medical institute.
We describe the implementation and use of e-learning platforms
and present our experience of using such platforms on the
example of our faculty. We analyze the scientific activities of
students who also use the e-learning platform, where they can
get access to course resources and homework. In addition, they
must submit their homework through the platform, meet strict
deadlines and use feedback from teachers to improve the quality
of their homework. This article presents the results of a scientific
study on the use of the Moodle electronic platform when passing
traditional training in the system of full-time method of
education.
2181-1415/© 2021 in Science LLC.
This is an open access article under the Attribution 4.0 International
(CC BY 4.0) license (https://creativecommons.org/licenses/by/4.0/deed.ru)
Keywords:
course management system,
moodle,
e-learning,
higher education,
homework.
1
Assistant, Bukhara State Medical Institute, Bukhara, Uzbekistan.
E-mail: sirus77@inbox.ru.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
36
Buxoro davlat tibbiyot institutida Tibbiyotda axborot
texnologiyalari fanini MBBS dasturi asosida qabul qilingan
xorijlik talabalarga an’anaviy o‘tishda Moodle platformasidan
foydalanish
ANNOTATSIYA
Kalit so‘zlar:
kurslarni boshqarish tizimi,
moodle,
elektron ta’lim,
оliy ma’lumot,
uy vazifasi.
Birgalikda ta’lim faoliyatini qo‘llab-quvvatlash uchun
Internetga asoslangan birgalikdagi o‘quv muhitlari ishlatiladi.
Ushbu maqolada qanday qilib pokistonlik va hindistonlik
talabalar o‘quv jarayonining sifatini oshirishi va talabalarning
topshiriq va boshqa ishlarni bajarish qobiliyatini oshirishlari,
MBBS dasturi bo‘yicha tibbiyot fakultetiga kirayotgan xalqaro
talabalar uchun oliy ma’lumot olishlari tasvirlangan. Biz elektron
ta’lim platformalarini joriy etish va ulardan foydalanishni
tasvirlaymiz va fakultetimiz misolida bunday platformalardan
foydalanish tajribamizni taqdim etamiz. Biz o‘quv resurslari va
uy vazifalariga kira oladigan elektron o‘quv platformasidan
foydalanadigan talabalarning ilmiy faoliyatini tahlil qilamiz.
Bundan tashqari, ular uy vazifalarini platforma orqali topshirish-
lari, qat’iy belgilangan muddatlarga rioya qilishlari va o‘qituvchi-
larning fikr-mulohazalaridan foydalanib, uy ishlarining sifatini
yaxshilashlari kerak. Ushbu maqola kunduzgi ta’lim tizimida
an’anaviy treningdan o‘tishda Moodle elektron platformasidan
foydalanish bo‘yicha o‘tkazilgan ilmiy tadqiqot natijalarini
taqdim etadi.
Использование платформы Moodle при традиционном
переходе на обучение иностранных студентов по программе
MBBS
в
Бухарском
государственном
медицинском
институте
АННОТАЦИЯ
Ключевые слова:
система управления
курсом,
moodle,
электронное обучение,
высшее образование,
домашнее задание.
Веб-адаптированные среды совместного обучения часто
используются для поддержки индивидуальной учебной
деятельности. В этой статье описывается, как пакистанские и
индийские студенты могут улучшить качество своего
учебного процесса и увеличить способности студентов к
выполнению возложенных заданий, а также другую работу,
посещать занятия в высших учебных заведениях в рамках
программы MBBS для иностранных студентов, поступающих в
медицинский институт. Мы описываем внедрение и
использование
платформ
электронного
обучения
и
представляем наш опыт использования таких платформ на
примере нашего факультета. Анализируется научная
деятельность
студентов,
которые
также
используют
платформу электронного обучения, где они могут получить
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
37
доступ к курсовым ресурсам и домашним заданиям. Кроме
того, они должны представить свои домашние задания через
платформу, соблюдать строгие сроки и использовать
обратную связь от преподавателей для улучшения качества
своих домашних заданий. В данной статье предлагаются
результаты
научного
исследования
на
предмет
использования
электронной
платформы
Moodle
при
прохождении традиционного обучения в системе очного
метода образования.
INTRODUCTION
Modern education standards require the use of various tools to complement the
teaching and learning processes, as well as effective assessment. The learning management
system is often the basis of a reliable e-learning platform and meets the standards and best
practices recommended by respectable educational and corporate stakeholders [1, 2].
At our departments of the Faculty of Natural Sciences of the University of Novi Sad
in Serbia and the Faculty of Electrical Engineering and Computer Science of the University
of Maribor in Slovenia, this solution is used to develop and conduct courses that support
classroom learning [10].
A few years ago, we decided to use and possibly expand the existing e-learning
platform for our e-courses instead of developing a new system that starts from scratch.
After testing several systems, we made conclusions about the available tools. The system
we chose was supposed to be one of the well-established general-purpose LMS solutions,
preferably open source [8]. Such a platform, in addition to its flexibility and significant cost
savings, would offer opportunities for expansion and customization according to specific
needs [3, 4].
The open source LMS was evaluated according to a set of minimum criteria, which
included an active community, a stable development status, good documentation, a
didactic goal and a focus on content presentation and communication functions [1, 7].
Our final choice was Moodle thanks to its excellent basic characteristics, great
extensibility and even some potential adaptive features that have been further developed
in Novi Sad [10]. A number of comparative studies and scientific papers [9, 23], we have
confirmed our choice.
Moreover, this decision was adopted by the University of Maribor as an official LMS,
and also introduced at a significant number of faculties in Novi Sad in the last couple of
years, which certainly makes it more appropriate for joint study and reuse of educational
material between our universities [10].
Moodle is a modular and extensible platform that offers features to support various
educational styles. It basically follows established usability conventions. [1, 7]: it has a
simple interface, uses a minimum number of words, has roll calls that provide additional
information, etc. However, usability and privacy issues should be considered in detail
when using such a solution.
SURVEY PLAN AND METHODS
At the Bukhara State Medical Institute, students were trained using the Moodle
platform, one of the programs created to study online education along with traditional
training in the field of information technologies in medicine.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
38
Today, when we live in the era of modern technologies, one of the most advanced
learning technologies and modern internationally recognized applications is the Moodle
platform, with which teachers can create their own training courses and use them to
independently teach students through this course, as well as to improve their
knowledge.From the subjects in this course, we give lectures, conduct practical classes,
laboratory work, tests, etc.
At the Bukhara State Medical Institute, students are accepted according to three
programs: groups of the national direction, students accepted according to joint programs,
and students accepted according to the MBBS program.
The process of teaching students in these three areas coincided with the remote
conduct of training sessions, starting from the period of the Covid-19 pandemic, in order
to ensure high-quality and meaningful training sessions for students during the pandemic,
the team of the faculty of the Bukhara State Medical Institute conducted all its classes using
the open Moodle platform.
During this period, the teaching staff of the Department of Biophysics and
Information Technologies,including me, created their own electronic course, in which
I taught information technologies in education and information technologies in medicine
in their groups in three languages: Uzbek, Russian and English, for the purpose of using
students and conducting remote training sessions.
In order to find out how well the students mastered the subject areas between the
second and first courses of study, using the tests section of the Moodle program, tests were
obtained, including test questions on the topics.
I have analyzed and studied the results of this test, and also received the results of
the test analysis below.
This article presents the results of two surveys aimed at reflecting the experience of
students and teachers working with Moodle, mainly on these issues, and, consequently, the
impact of using this LMS in everyday teaching practice on students’ academic
achievements. The study was conducted as part of a bilateral project between our
institutes. Participation in the study was voluntary and anonymous for both students and
teachers.
The results of our research should be of interest to university administrators,
teachers and students who plan to offer, teach or take courses implemented in Moodle. In
addition, it can help many universities that are still deciding how widely they offer online
or mixed courses and which are the most suitable platforms they use to structure their
offers that are used in the research conducted. A discussion of the results from the point of
view of both students and teachers is presented to promote future research and innovation
in the practice of online learning.
Integration of the Open Source Course Management System (Moodle) into the
teaching of the course At the Bukhara State Medical Institute, first-year students enrolled
in the MBBS program were given training sessions on information technologies in
medicine using the Moodle electronic platform as an additional electronic base when
passing a traditional lesson. Medical universities around the world are currently
experimenting with innovative ways to use web-based learning in addition to the existing
teaching and learning process. Recently, we used a popular open source course
management system (LMS) called a modular Object-oriented Dynamic Learning
Environment (Moodle).
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
39
The Institute has created an online electronic course this course (Moodle.bsmi.uz)
is called our international students who were accepted based on our MBBS full-time
program in Information Technology in Medicine. The integration of the Moodle website
into our education was evaluated by the online activity magazine, student exam results
and student reviews. The Moodle platform was easy to use, helped deliver course materials
efficiently, and had collaboration features to learn the work in which students sent their
answers to questions and assignments home during the school year as files through a
section called “send assignments” posted on the “practical classes” page hosted on the
Moodle platform, and spoke positively about classroom activities that they could use as
additional information to complete. In addition, it was found that the participation of
students and the results of online quizzes, as well as the results of their final exams, were
successful. We recommend Moodle as a useful tool for teachers who are interested in
integrating web-based learning into an existing curriculum. e-learning; blended learning;
virtual learning environment; web-based learning.
With the advent of a new era of information technologies, web-based learning is
becoming an important component of the modern educational process in higher
educational institutions. Many higher education institutions have adopted LMS Moodle
course management systems; also called Virtual learning environments to facilitate online
learning. LMS Moodle consists of software packages that allow teachers to create online
learning sites for downloading meaningful materials, facilitating communication between
students and teachers through discussion forums, email and chat functions, creating online
quizzes and questionnaires, as well as managing several student groups. These functions
can help teachers organize their work. course materials, effectively distribute training
materials and implement creative teaching methods. LMS Moodle can also be used to
implement the current course assessment, facilitating the joint development of
educational materials and improving the quality of student learning. This LMS platform is
easy to use, easily accessible, stable, flexible and able to integrate with other platforms.
The most widely used open source LMS in an educational environment is a modular
object-oriented dynamic learning environment (Moodle). Moodle was created by Martin
Dugiamas (Curtin University of Technology, Perth, WA, Australia) [9].
Moodle (it stands for Modular Object-Oriented Dynamic Learning Environment) – free
e-learning system. This is an open web application, on the basis of which you can create a
specialized platform for the development of training of students or employees [1, 9].
Through the Moodle e-learning system, you can train and test students from all over
the world from a distance. Plugins play an important role in the platform – modules that
help to change the design and expand the functionality of the system. Plugins are
developed by members of the Moodle community, and for the most part they are available
for free. Now there are more than 1500 plugins in use. [1,34]
Today, Moodle is one of the most popular e-learning platforms. It has been translated
into more than 100 languages, and it is used by major universities around the world.
MATERIALS AND METHODS
The Bachelor of Medicine (MBBS) program offered at the Bukhara State Medical
Institute is designed for 6 years, and the admission of students is based on the individual
ability and intelligence of students. Information technology in medicine is one of the
compulsory subjects offered in the first year, and is traditionally taught through lectures,
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
40
classroom training and practical classes, all of which involve personal communication with
students. During the entire academic session 2020–2021, we supplemented the existing
training modes with an online Moodle website called moodle, bsmi.uz. We were the first
department in the faculty to introduce the Moodle platform for this group of MBBS
students.
At the beginning of the 1st semester, all first-year students of MBBS 55 were asked
to register on the website themselves moodle.bsmi.uz, using individual usernames and
email addresses. During the introductory week, we were given a brief briefing on
moodle.bsmi.uz. Along with a set of registration instructions, students were also provided
with a registration key that acted as an access code to the site. When the registration key
was first entered, students were automatically assigned to 5 separate groups based on
their study group assigned by the teacher. Enrollment in moodle.bsmi.uz it was available
from the beginning of the 1st semester to the end of the 2nd semester.
Exam results. The first year of our MBBS course in Information Technology in
Medicine consisted of the main exams: one exam at the end of the semester. All students
had to pass these exams and get a pass to move on to the second semester. These exams
consist of questions on the main topics. For the purposes of this study, the evaluation of
the components of information technology in medicine on exams obtained from
moodle.bsmi.uz during the semester, respectively. At the end of the semester, we
conducted a final test on Moodle, the average result of mastering the material by students
according to the results of this test was 79%.
RESULTS
Study participants
All 100% (55) first-year MBBS students have registered as users moodle.bsmi.uz.
These users were equipped with sufficient information technology knowledge to use the
LMS thanks to their information technology training at the institute. The classrooms,
library, computer laboratory and student dormitories had a sufficient number of
computers, as well as cell phones, tablets, so that students could access moodle.bsmi/uz. A
total of 55 students answered the questionnaire: In the student survey, 81.8% of students
chose the Moodle platform, of which 7.2% of students chose Zoom, and the remaining
10.9% of students chose Telegram Messenger.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
41
CONCLUSIONS
Based on our initial assessment, the integration of the freely available Moodle
platform into our training in Information Technology in Medicine in the first year of MBBS
clearly provided many advantages. The Moodle platform was user-friendly, had many
interactive features that could improve the learning experience of students and provide
greater flexibility in learning. The introduction of Moodle has also improved the
performance of students in the final final exams, which indicates a positive impact on the
results of students’ learning. We recommend Moodle as an option for Information
Technology teachers who are interested in including LMS Moodle in their educational
activities.
REFERENCES:
1.
Asadova Yu. Using the moodle platform to organize training during the covid-19
pandemic / Education and innovative research №1. http://www.interscience.uz 2021 –
PP. 44–54. (In English)
2.
Asadova Yu. I using the Moodle Platform in Extreme Cases. Centralasian journal of
mathematical theory and computer sciences Volume: 02 Issue: 06 | Jun 2021 – PP. 13–19.
ISSN: 2660-5309 http://cajmtcs.centralasianstudies.org/index.php/CAJMTCS (In English).
3.
Asadova Yu.I. International journal on human computing studies. Passing the
Traditional Lesson with the Help of Open Moodle Platforms. https://journals.
researchparks.org/index.php/IJHCS e-ISSN: 2615-8159 | p-ISSN: 2615-1898. Volume: 03
Issue: 5 | Jul 2021. – PP. 1–8.
4.
Asadova Yu.I. Electronic educational platform-the basis of students’ project
activity / II International Online scientific and practical conference “topical issues of
pharmacology: from pharmacology development to their rational use” collection of
abstracts May 6-7, 2021 – PP. 138–141. (In Russian.).
5.
Asadova Yu.I. MOODLE platform – as a basis for organizing during a pandemic
covid-19/ II International Online scientific and practical conference “topical issues of
pharmacology: from pharmacology development to their rational use” collection of
abstracts May 6.7.2021. – PP. 175–176. (In English).
6.
Asadova. Yu.I. [Using the MOODLE platform to organize training during the Covid-
19 pandemic]. [International scientific and practical conference “modern problems of
applied mathematics and information technologies”. Bukhara. SU. 2021. – PЗ. 482–485.
(In English).
Which of the programs that you
used for distance learning was
convenient for you
Moodle
Zoom
Telegram Messenger
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
42
7.
Аsadova Yu.I.The use of the moodle platform in the traditional training of foreign
students accepted under the MBBS program, the subject of information technologies in
medicine [International scientific and practical conference “modern problems of applied
mathematics and information technologies”. Bukhara. SU. 2021. – PP. 485–487.
(In Russian.)
8.
Ahmed O. (2005). Migrating from Proprietary toOpen Source Learning Content
ManagementSystems, Department of Systems and Computer Engineering, Carleton
University, Ottawa.
9.
Al-Ajlan A., & Zedan H. (2008). Why Moodle, In L. O‘Conner (Ed.), The 12th IEEE
International.
10.
Budimac Z., Putnik Z., Ivanović M., Bothe K., & Schützler K. (2011). On the
Assessment and Self-Assessment in a Students Teamwork Based Courseon Software
Engineering. Computer Applications inEngineering Education, 19 (1). – PP. 1–9.
11.
Dantas A.M., Kemm R.E. A blended approach to active learning in a physiology
laboratory-based subject facilitated by an e-learning component. Adv Physiol Educ 32. –
2008. – PP. 65–75.
12.
Dougiamas M., Taylor P. Moodle: using learning communities to create an open
source course management system. In: World Conference on Educational Multimedia,
Hypermedia and Telecommunications 2003, edited by Lassner D, McNaught C. Honolulu,
HI: Assoc. for the Advancement of Computing in Education, 2003. – PP. 171–178.
13.
Кравченко Г.В., Волженина Н.В. Работа в системе Moodle: руководство
пользователя: учебное пособие. – Барнаул, 2012.
14.
M.F. Аtoyeva, R. Safarova. Pedagogical integration as a means of forming
professionally important qualities among students of a medical university. Academicia.
ISSN: 2249-7137 Vol. 10, Issue 8, August 2020. Impact Factor: SJIF 2020 = 7.13
ACADEMICIA: An International Multidisciplinary Research Journal https://saarj.com.
15.
M.F. Аtoyeva. Pedagogical Tests As An Element Of Types Of Pedagogical
Technologies. The American Journal of Applied Sciences, 2(09), (TAJAS) SJIF-5.276 DOI-
10.37547/tajas Volume 2 Issue 9, 19.09.2020. ISSN 2689-09. 92 The USA Journals, USA
www.usajournalshub.com/index.php/tajas 164-169. Имп.5.2.
16.
Farkhodovna A.M. (2020). The problems of preparing students for the use of
school physical experiment in the context of specialized education at secondary schools.
European Journal of Research and Reflection in Educational Sciences, 8 (9). – PP. 164–167.
17.
Saidov S.О., Fayzieva Kh.A., Yuldosheva N.B., Atoyeva M.F. The Elements Of
Organization Of The Educational Process On The Basis Of New Pedagogical Technologies.
The American Journal of Applied Sciences, 2(09), (TAJAS) SJIF-5.276 DOI-10.37547/tajas
Volume 2 Issue 9, 19.09.2020. ISSN 2689-09.92 The USA Journals, USA
www.usajournalshub.com/ index.php/tajas 164–169. Имп.5.2.
18.
Atoeva Mehriniso Farhodovna, Arabov Jasur Olimboevich, Kobilov Bakhtiyor
Badriddinovich. (2020). Innovative Pedogogical Technologies For Training The Course Of
Physics. The American Journal of Interdisciplinary Innovations and Research, 2(12). –
PP. 82–91.
19.
Н.П. Клейносова, Э.А. Кадырова, И.А. Телков, О.М. Баскакова, Р.В. Хруничев.
Дистанционное обучение в среде Moodle: методические указания. Рязань. – 2011.
20.
Kakasevski G., Mihajlov M., Arsenovski S., & Chungurski, S. (2008). Evaluating
Usability inLearning Management System Moodle. In V. Luzar-Stiffler V. Hljuz Dobric
Z. Bekic (Eds.), The 30thInternational Conference on Information. Informatica 37 (2013)
221–230 Technology Interfaces (ITI 2008), (PP. 613–618). Los Alamitos: IEEE Press.
Жамият ва инновациялар – Общество и инновации – Society and innovations
Special Issue – 7 (2021) / ISSN 2181-1415
43
21.
Инновационные методы обучения в высшей школе. Инновационные
методы обучения в высшей школе. Выпуск 2015 (Сборник статей по итогам
методической конференции ННГУ 12–13 февраля 2015 г.). – Нижний Новгород:
ННГУ им. Н.И. Лобачевского, 2015. – C. 151.
22.
Literature Review on the Impact of Digital Technology on Learning and Teaching
ICF Consulting Services Ltd November 2015.
23.
M.F. Аtoyeva. The significance of periodicity at teaching physics. The Way of
Science. – Volgograd, 2016. – № 10 (32). – PP. 62–64.
24.
Атоева М.Ф. Эффективность обучения электродинамике на основе
технологии периодичности. The Way of Science. – Volgograd, 2016. – № 10 (32). –
PP. 65–66.
25.
BARRON’S *AP and Advanced Placement Program are registered trademarks of
the College Board, which was not involved in the production of, and does not endorse, this
book. 7TH EDITION Roselyn Teukolsky, M.S. Innovative Methods of Teaching
Dr. Damodharan V.S. ACCA, AICWA and Mr. Rengarajan. V AICWA Strategies for effective
teaching. A Supplement for Special Education Louisiana Teacher Assistance and
Assessment Program Louisiana Department of Education Cecil J. Picard State
Superintendent of Education 2004.
26.
Атоева М.Ф. Периодичность обучения физике. Аспирант и соискатель. –
Москва, 2010. – №6. – С. 41–43.
27.
M.F. Аtoyeva. Interdisciplinary relations in physics course at specialized
secondary education. The Way of Science. – Volgograd, 2016. – № 9 (31). – PP. 22–24.
28.
International Journal of Research in Education and Science (IJRES)Teaching and
Learning with Technology: Effectiveness of ICT Integration in Schools Simin Ghavifekr,
Wan Athirah Wan Rosdy Faculty of Education, University of Malaya, Malaysia,
drsimin@um.edu.my Volume 1, Issue 2, Summer 2015.
29.
Лаврентьев Г.В. Дистанционное обучение: теоретико-методологические
основы // Вестник Алтайской академии экономики и права. – 2012. – Вып. 2 (25).
30.
M.F. Аtoyeva. Use of Periodicity in Teaching Physics. Eastern European Scientific
Journal. – Düsseldorf-Germany, 2017. № 4. – PP. 35–39.
31.
M.F. Аtoyeva. Didactic foundations of inter-media relations in the training of
university students. International Scientific Journal. Theoretical & Applied Science. p-ISSN:
2308-4944 (print) e-ISSN: 2409-0085 (online). Year: 2020 Issue: 06 Volume: 86. – Р. 124.
32.
The learning platform in distance higher education: student’s perceptions.
Turkish Online Journal of Distance Education-TOJDE January 2019 ISSN 1302-6488
Volume: 20 Number: 1 Article 5.
