Abstract:

This scoping review examines the use of Moodle, a well-known open-source learning management system, to evaluate the e-teaching and e-learning process. Given the growing popularity of online courses in higher education, this research focuses on knowing how crucial aspects such as the quality of content and course structure are evaluated. On the other hand, we explore the popular tools used in Moodle to measure the student learning process. The study addresses fundamental questions, such as: What does Moodle offer by default to evaluate the teaching process? Can the amount of information provided by teachers for students be optimized? Is the usefulness of the teaching resources proposed on the platform evaluated? In this sense, this article investigates the existence of previous works that explore the effectiveness of resources that offer feedback from the teacher's perspective. The purpose of this research is to analyze which practices are carried out through the use of Moodle to obtain timely feedback that allows for the regulation of learning. The study explores whether perspectives on lesson planning, monitoring content tracking, and timely adaptation of content are carried out according to the needs of the students. In this sense, the types of dashboards frequently used, the types of data sources, metrics and ethical considerations that are taken into account when building feedback tools are also studied. It is also explored whether Artificial Intelligence is used, such as the novel GPT and BERT language models, to evaluate resources and optimize them with proposed solutions. Finally, potential open lines of research that could greatly enhance and facilitate the online teaching process are identified.

Keywords:

e-learning, Moodle, technology enhanced learning, learning analytics, Artificial Intelligence, learning feedback.