Differential effects of Moodle course design on student subpopulations: advancing personalized learning in higher education
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| Publicat a: | Smart Learning Environments vol. 12, no. 1 (Dec 2025), p. 46 |
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| Altres autors: | , , , |
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Springer Nature B.V.
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| Accés en línia: | Citation/Abstract Full Text Full Text - PDF |
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| 100 | 1 | |a Semerikov, Serhiy O. |u Kryvyi Rih State Pedagogical University, Kryvyi Rih, Ukraine (GRID:grid.445611.3); Institute for Digitalisation of Education of the NAES of Ukraine, Kyiv, Ukraine (GRID:grid.445611.3); Zhytomyr Polytechnic State University, Zhytomyr, Ukraine (GRID:grid.446068.8) (ISNI:0000 0004 5373 3398); Kryvyi Rih National University, Kryvyi Rih, Ukraine (GRID:grid.445617.5); Academy of Cognitive and Natural Sciences, Kryvyi Rih, Ukraine (GRID:grid.445617.5) | |
| 245 | 1 | |a Differential effects of Moodle course design on student subpopulations: advancing personalized learning in higher education | |
| 260 | |b Springer Nature B.V. |c Dec 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Higher education institutions face increasing challenges in meeting the diverse needs of their student populations. While learning management systems (LMS) like Moodle have become ubiquitous in higher education, there remains limited understanding of how these platforms affect different student subpopulations. This study investigates the differential effects of Moodle course design elements on student outcomes across key demographic dimensions: form of education (full-time versus part-time) and educational level (undergraduate versus graduate). Using structural equation modeling and a dataset of 3684 courses from a European university (2020–2022), we identified significant differences in how Moodle components affect learning outcomes across student subgroups. Interactive activities and communication tools showed substantially stronger relationships with outcomes for part-time students, while comprehensive information and resources demonstrated stronger impacts for graduate students. We introduce a theoretical framework for personalization effects in LMS environments and identify specific design elements that promote more equitable outcomes across student subpopulations. This research addresses critical gaps in our understanding of personalized learning in higher education, providing evidence-based guidance for instructors and instructional designers seeking to create more inclusive, effective digital learning environments that respond to the specific needs of diverse student populations. | |
| 653 | |a Higher education | ||
| 653 | |a Constructivism | ||
| 653 | |a Communication | ||
| 653 | |a School environment | ||
| 653 | |a Educational technology | ||
| 653 | |a Learning management systems | ||
| 653 | |a Student organizations | ||
| 653 | |a Cognitive ability | ||
| 653 | |a Customization | ||
| 653 | |a Cognition & reasoning | ||
| 653 | |a Students | ||
| 653 | |a Colleges & universities | ||
| 653 | |a Learning | ||
| 653 | |a Educational objectives | ||
| 653 | |a Populations | ||
| 653 | |a Subgroups | ||
| 653 | |a Knowledge | ||
| 653 | |a Personalized learning | ||
| 653 | |a Design | ||
| 653 | |a Higher education institutions | ||
| 653 | |a Adaptive learning | ||
| 653 | |a Graduate students | ||
| 653 | |a Full Time Students | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Academic Achievement | ||
| 653 | |a Learning Theories | ||
| 653 | |a Learning Experience | ||
| 653 | |a Interpersonal Relationship | ||
| 653 | |a Environmental Influences | ||
| 653 | |a Construction (Process) | ||
| 653 | |a Electronic Learning | ||
| 653 | |a Educational Demand | ||
| 653 | |a Educational Experience | ||
| 653 | |a Educational Environment | ||
| 653 | |a Course Content | ||
| 653 | |a Cognitive Structures | ||
| 653 | |a Classroom Communication | ||
| 653 | |a Learner Engagement | ||
| 653 | |a Constructivism (Learning) | ||
| 653 | |a Individual Needs | ||
| 653 | |a Educational Needs | ||
| 700 | 1 | |a Nechypurenko, Pavlo P. |u Kryvyi Rih State Pedagogical University, Kryvyi Rih, Ukraine (GRID:grid.445611.3); Academy of Cognitive and Natural Sciences, Kryvyi Rih, Ukraine (GRID:grid.445611.3) | |
| 700 | 1 | |a Vakaliuk, Tetiana A. |u Kryvyi Rih State Pedagogical University, Kryvyi Rih, Ukraine (GRID:grid.445611.3); Institute for Digitalisation of Education of the NAES of Ukraine, Kyiv, Ukraine (GRID:grid.445611.3); Zhytomyr Polytechnic State University, Zhytomyr, Ukraine (GRID:grid.446068.8) (ISNI:0000 0004 5373 3398); Academy of Cognitive and Natural Sciences, Kryvyi Rih, Ukraine (GRID:grid.446068.8) | |
| 700 | 1 | |a Mintii, Iryna S. |u Kryvyi Rih State Pedagogical University, Kryvyi Rih, Ukraine (GRID:grid.445611.3); Institute for Digitalisation of Education of the NAES of Ukraine, Kyiv, Ukraine (GRID:grid.445611.3); Zhytomyr Polytechnic State University, Zhytomyr, Ukraine (GRID:grid.446068.8) (ISNI:0000 0004 5373 3398); Academy of Cognitive and Natural Sciences, Kryvyi Rih, Ukraine (GRID:grid.446068.8); Lviv Polytechnic National University, Lviv, Ukraine (GRID:grid.10067.30) (ISNI:0000 0001 1280 1647); University of Łódź, Łódź, Poland (GRID:grid.10789.37) (ISNI:0000 0000 9730 2769); Kremenchuk Mykhailo Ostrohradskyi National University, Kremenchuk, Ukraine (GRID:grid.445609.a) (ISNI:0000 0004 4909 6322) | |
| 700 | 1 | |a Fadieieva, Liliia O. |u Kryvyi Rih State Pedagogical University, Kryvyi Rih, Ukraine (GRID:grid.445611.3) | |
| 773 | 0 | |t Smart Learning Environments |g vol. 12, no. 1 (Dec 2025), p. 46 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3235529489/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text |u https://www.proquest.com/docview/3235529489/fulltext/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3235529489/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |