Enhancing online learning: A comparative analysis of Moodle and Google Classroom in Rabat’s faculty of education sciences

Abidin, Z., & Saputro, T. M. E. (2020, 2020). Google classroom as a mathematics learning space: Potentials and challenges.

Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students Acceptance of Google Classroom: An Exploratory Study using PLS-SEM Approach. International Journal of Emerging Technologies in Learning, 13(6).

Aldowah, H., Al-Samarraie, H., & Fauzy, W. M. (2019). Educational data mining and learning analytics for 21st century higher education: A review and synthesis. Telematics and Informatics, 37, 13-49.

Aleksandra, A. V., Irena, G. I., & Sladjana, A. (2020). The differences in students’ attitudes about online teaching during Covid-19 pandemic: Student points of view. Pedagog. Psychol. Soc. Tech. Issues, 92(7), 205-210.

Alkholy, S., Gendron, F., Dahms, T., & Ferreira, M. P. (2015). Assessing student perceptions of indigenous science co-educators, interest in STEM, and identity as a scientist: A pilot study.

Altinpulluk, H., & Kesim, M. (2021). A systematic review of the tendencies in the use of learning management systems. Turkish Online Journal of Distance Education, 22(3), 40-54.

Amin, F. M., & Sundari, H. (2020). Efl students’ preferences on digital platforms during emergency remote teaching: Video conference, lms, or messenger application? Studies in English Language and Education, 7(2), 362-378. doi:10.24815/siele.v7i2.16929

Araya, R., & Collanqui, P. (2021). Are cross-border classes feasible for students to collaborate in the analysis of energy efficiency strategies for socioeconomic development while keeping CO2 concentration controlled? Sustainability, 13(3), 1584.

Ardianti, S., Sulisworo, D., Pramudya, Y., & Raharjo, W. (2020). The impact of the use of STEM education approach on the blended learning to improve student’s critical thinking skills. Universal Journal of Educational Research, 8(3B), 24-32.

Ayouni, S., Menzli, L. J., Hajjej, F., Maddeh, M., & Al-Otaibi, S. (2021). Fuzzy Vikor application for learning management systems evaluation in higher education. International Journal of Information and Communication Technology Education (IJICTE), 17(2), 17-35.

Azhar, K. A., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers’ perceptions. Prizren Social Science Journal, 2(2), 52-66.

Bachhal, P., Ahuja, S., & Gargrish, S. (2021, 2021). Educational data mining: A review. Paper presented at the Journal of Physics: Conference Series.

Balkaya, S., & Akkucuk, U. (2021). Adoption and use of learning management systems in education: The role of playfulness and self-management. Sustainability, 13(3), 1127 %@ 2071-1050.

Bernacki, M. L., Vosicka, L., & Utz, J. C. (2020). Can a brief, digital skill training intervention help undergraduates “learn to learn” and improve their STEM achievement? Journal of educational Psychology, 112(4), 765.

Cadaret, C. N., & Yates, D. T. (2018). Retrieval practice in the form of online homework improved information retention more when spaced 5 days rather than 1 day after class in two physiology courses. Advances in physiology education, 42(2), 305–310.

Campbell, L. O., Heller, S., & Pulse, L. (2022). Student-created video: an active learning approach in online environments. Interactive Learning Environments, 30(6), 1145–1154.

Chang, Y.-C., Li, J.-W., & Huang, D.-Y. (2022). A Personalized Learning Service Compatible with Moodle E-Learning Management System. Applied Sciences, 12(7), 3562. Retrieved from https://www.mdpi.com/2076-3417/12/7/3562

De Vynck, G., & Bergen, M. (2020). Google Classroom users doubled as quarantines spread. Bloomberg. Retrieved(September), 11.

Dobashi, K., Ho, C. P., Fulford, C. P., Lin, M.-F. G., & Higa, C. (2022). Learning pattern classification using Moodle logs and the visualization of browsing processes by time-series cross-section. Computers and Education: Artificial Intelligence, 3, 100105. doi:https://doi.org/10.1016/j.caeai.2022.100105

Dominguez, M., Bernacki, M. L., & Uesbeck, P. M. (2016, 2016). Predicting STEM Achievement with Learning Management System Data: Prediction Modeling and a Test of an Early Warning System.

Fauzi, A., Wandira, R., Sepri, D., & Hafid, A. (2021). Exploring Students’ Acceptance of Google Classroom during the COVID-19 Pandemic by Using the Technology Acceptance Model in West Sumatera Universities. Electronic Journal of e-Learning, 19(4), 233–240.

Fitri Rahmawati, B., Zidni, & Suhupawati. (2020). Learning by Google Classroom in Students’ Perception.

Gamage, S. H., Ayres, J. R., & Behrend, M. B. (2022). A systematic review on trends in using Moodle for teaching and learning. International Journal of STEM Education, 9(1), 1–24.

Govindarajan, S., & Rajaragupathy, S. (2022). Online team based learning in teaching Biochemistry for first year MBBS students during COVID-19 pandemic. Biochemistry and Molecular Biology Education, 50(1), 124–129.

Hempel, B., Kiehlbaugh, K., & Blowers, P. (2020). Scalable and practical teaching practices faculty can deploy to increase retention: A faculty cookbook for increasing student success. Education for Chemical Engineers, 33, 45–65.

Huerta, M., Caballero-Hernández, J. A., & Fernández-Ruiz, M. A. (2022). Comparative Study of Moodle Plugins to Facilitate the Adoption of Computer-Based Assessments. Applied Sciences, 12(18), 8996.

Hwang, C. S. (2020). Using continuous student feedback to course-correct during COVID-19 for a nonmajors chemistry course. Journal of Chemical Education, 97(9), 3400–3405.

Iftakhar, S. (2016). Google Classroom: What works and how. Journal of Education and Social Sciences, 3(1), 12-18.

Ikawati, Y., Al Rasyid, M. U. H., & Winarno, I. (2020). Student behavior analysis to detect learning styles in Moodle learning management system. Paper presented at the 2020 International Electronics Symposium (IES).

Jones, D., Lotz, N., & Holden, G. (2021). A longitudinal study of virtual design studio (VDS) use in STEM distance design education. International Journal of Technology and Design Education, 31(4), 839–865.

Jordan, M. M., & Duckett, N. D. (2018). Universities confront ‘Tech Disruption’: Perceptions of student engagement online using two learning management systems. The journal of public and professional sociology, 10(1), 4.

Kaewsaiha, P., & Chanchalor, S. (2021). Factors affecting the usage of learning management systems in higher education. Education and information technologies, 26, 2919-2939 1360-2357.

Latif, S. (2016). Learning Engagement in Virtual Environment. International Journal of Computer Applications, 148(11).

LOUIZ, D. (2020). Enseigner à distance via «google classroom» au temps de la Covid-19: partage d’une expérience. Langues, cultures et sociétés, 6(2), 96-105.

Marticorena-Sánchez, R., López-Nozal, C., Ji, Y. P., Pardo-Aguilar, C., & Arnaiz-González, Á. (2022). UBUMonitor: an open-source desktop application for visual E-learning analysis with Moodle. Electronics, 11(6), 954.

Moonma, J. (2021). Google Classroom: Understanding EFL Students’ Attitudes towards Its Use as an Online Learning Platform. English Language Teaching, 14(11), 38-48.

Nafidi, Y., Afkar, H., El-Ammari, A., & El-Batri, B. (2021). Impact de l’apprentissage mixte utilisant Google Classroom sur la formation initiale des futurs enseignants du secondaire. International Journal of Innovation and Applied Studies, 35(1), 119–128.

Nuryatin, A., Rokhmansyah, A., Hawa, A. M., Rahmayanti, I., & Nugroho, B. A. (2023). Google Classroom as an Online Learning Media for Indonesian Language Learning During COVID-19 Pandemic. Journal of Language Teaching and Research, 14(1), 255-262. doi:10.17507/jltr.1401.27

Oguguo, B. C., Nannim, F. A., Agah, J. J., Ugwuanyi, C. S., Ene, C. U., & Nzeadibe, A. C. (2021). Effect of learning management system on Student’s performance in educational measurement and evaluation. Education and information technologies, 26, 1471–1483.

Pirronea, C., Varrasia, S., Plataniaa, G. A., & Castellanoa, S. (2021). Face-to-face and online learning: The role of technology in students’ metacognition. Proceedings http://ceur-ws.org ISSN, 1613, 0073.

Pratama, A. (2021). Modification of the technology acceptance model in the use of Google classroom in the COVID-19 Era: A case studies in junior high schools. Cypriot Journal of Educational Sciences, 16(5), 2598-2608. doi:10.18844/cjes.v16i5.6336

Price, E., Lau, A. C., Goldberg, F., Turpen, C., Smith, P. S., Dancy, M., & Robinson, S. (2021). Analyzing a faculty online learning community as a mechanism for supporting faculty implementation of a guided-inquiry curriculum. International Journal of STEM Education, 8, 1–26.

Rice, W. (2008). Moodle 1.9 E-Learning Course Development: Packt publishing.

Romero, C., & Ventura, S. (2020). Educational data mining and learning analytics: An updated survey. Wiley Interdisciplinary Reviews: Data Mining and Knowledge Discovery, 10(3), e1355.

Romero, C., Ventura, S., & García, E. (2008). Data mining in course management systems: Moodle case study and tutorial. Computers & education, 51(1), 368-384.

Rosyada, A., & Sundari, H. (2021). Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application. Studies in English Language and Education, 8(2), 710-725. doi:10.24815/siele.v8i2.18374

Sergis, S., Vlachopoulos, P., Sampson, D. G., & Pelliccione, L. (2017). Implementing teaching model templates for supporting flipped classroom-enhanced STEM education in Moodle. Handbook on Digital Learning for K-12 Schools, 191–215.

Setiadi, P. M., Alia, D., Sumardi, S., Respati, R., & Nur, L. (2021, 2021). Synchronous or asynchronous? Various online learning platforms studied in Indonesia 2015-2020.

Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016). Google Classroom as a tool for active learning. Paper presented at the AIP Conference Proceedings.

Shak, M. S. Y., Hasni, N. A., Abdul Malik, N., & Mohd Tahir, M. H. (2022). The use of Google Classroom among Students during the COVID-19 Pandemic: A Review. International Journal of Emerging Technology and Advanced Engineering, 12(8), 36-44. doi:10.46338/ijetae0822_05

Shurygin, V., Saenko, N., Zekiy, A., Klochko, E., & Kulapov, M. (2021). Learning management systems in academic and corporate distance education. International Journal of Emerging Technologies in Learning (iJET), 16(11), 121-139 1863-0383.

Yassine, S., Kadry, S., & Sicilia, M.-A. (2016, 2016-04). A framework for learning analytics in Moodle for assessing course outcomes. Paper presented at the 2016 IEEE Global Engineering Education Conference (EDUCON).

Zakaria, N. A., Saharudin, M. S., Yusof, R., & Abidin, Z. Z. (2019). Code pocket: Development of interactive online learning of STEM’s subject. International Journal of Recent Technology and Engineering, 8(2), 5537–5542.

Zhang, M. (2016). Teaching with Google Classroom: Packt Publishing Ltd.

Zheng, J., Xing, W., & Zhu, G. (2019). Examining sequential patterns of self-and socially shared regulation of STEM learning in a CSCL environment. Computers & education, 136, 34–48.

1. Youssef Nafidi, Faculty of Educational Sciences, Mohammed V University, Rabat, Morocco.
   
   y.nafidi@um5r.ac.ma
   ↩︎
2. Bouchta El-Batri, teacher, researcher, and trainer at the regional center of education and training Fes Meknes (Regional Center for Education and Training Fez-Meknes and Sidi Mohammed Ben Abdellah University)
   Regional Center for Education and Training Professions, Fez, Morocco.
   
   bouchta.elbatri@usmba.ac.ma
   ↩︎