Studentsâ€™ Perceptions toward Usage of Edmodo Social Learning Platform

Farah Mohamad Zain; Abd. Latif Kasim

doi:10.32890/jgd2018.14.2.2

Authors

Farah Mohamad Zain School of Education and Modern Languages, Universiti Utara Malaysia, 06010 UUM Sintok, Kedah, Malaysia
Abd. Latif Kasim School of Education and Modern Languages, Universiti Utara Malaysia, 06010 UUM Sintok, Kedah, Malaysia

DOI:

https://doi.org/10.32890/jgd2018.14.2.2

Keywords:

Edmodo, social learning platform, perception

Abstract

This study focused on the studentsâ€™ perception on the strength and weakness of Edmodo Social Learning Platform (ESLP) as well on factors inhibiting active participation of students in forum board. A total of 42 ï¬rst year students of the School of Industrial Technology (SIT), Universiti Sains Malaysia (USM) enrolled for IMK209- Food Physical Properties course were involved in this study. Findings of the study was obtained through the descriptive analysis of the open-ended questionnaire revealed time constraints and technical aspects were found to be the main factors inhibiting the active participation of students in ESLP. The ï¬ndings proved that the ESLP is accepted as a learning platform by the students and able to promote a high level of collaboration and interaction in teaching and learning.

References

Al-said, K. M. (2015). Students’ perceptions of Edmodo and mobile learning and their real barriers towards them. TOJET: The Turkish Online Journal of Educational Technology, 14(2), 167–180.

Balasubramanian, K., Jaykumar, V., & Fukey, L. N. (2014). A study on “Student Preference towards the use of Edmodo as a learning platform to create responsible learning environment” Procedia - Social and Behavioral Sciences, 144, 416–422. http://doi.org/10.1016/j.sbspro.2014.07.311.

Bita, B. S., Seyyed, D. A., & Ali, G. M. (2015). The effect of Edmodo on EFL learners’ writing performance. International Journal of Educational Investigations, 2(2), 88-97.

Bosch, T. E. (2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town. South African Journal for Communication Theory and Research, 35(2), 185-200.

Brady, K. P., Holcomb, L. B., & Smith, B. V. (2010). The use of alternative social networking sites in higher educational setting: A case study of the e-learning benefits of ning in education. Journal of Interactive Online Learning, 9(2), 151-170.

Cankaya, S., Durak, G. & Yunkul, E. (2013). Using educational social networking sites in higher education: Edmodo through the lenses of undergraduate students. European Journal of Educational Technology, 1(1), 3-23.

Clark, C., & Gruba, P. (2010). The use of social networking sites for foreign language learning: An autoethnographic study of Livemocha. Proceedings ASCILITE-Australian Society for Computers in Learning in Tertiary Education Annual Conference 2010 (164-173).

Duncan, J. C., & Chandler, P. D. (2011). A community of practice for early career biology teachers: Social networking and digital technologies, Proceedings of Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education, Deakin University, Melbourne Burwood Campus.

Evriklea, D., & Jenny, P. (2014). Instructional design for a “social” classroom:

Edmodo and Twitter in the foreign language classroom. ICICTE 2014 Proceedings, pp: 154-165.

Holland, C., & Muilenburg, L. (2011). Supporting student collaboration: Edmodo in the classroom. Proceedings of Society for Information

Technology and Teacher Education International Conference 2011, Chesapeake, VA, 3232-3236.

Kongchan, C. (2008). How a non-digital-native teacher makes use of Edmodo. International Conference “ICT for Language Learning.”

McLoughlin, C. & Lee, M. J. W. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplers of innovative pedagogy using social software. Australian Journal of Educational Technology, 26(1). http://ascilite.org.au/ajet/ajet26/mcloughlin.html.

Motteram, G. (Ed). (2013). Innovations in learning technologies for English language teaching. British Council.

Naveh, G., Tubin, D., & Pliskin, N. (2010). Student LMS use and satisfaction in academic institutions: The organizational perspective. The Internet and Higher Education, 13(3), 127-133.

Nentwich, M., & Kong, R. (2012). Cyberscience 2.0: Research in the age of digital social networks. Frankfurt, New York: Campus Verlag.

Nevas, B. (2010). Inquiry through action research: Effects of the Edmodo microblog on student engagement and performance. Retrieved from http://www.scribd.com/doc/27372047/Edmodo-Research.

Sanders, K. S. (2012). An examination of the academic networking site Edmodo on student engagement and responsible learning. (Unpublished doctoral dissertation). University of South Carolina College of Education.

Schroeder, A., Minocha, S., & Schneider, C. (2010). The strengths, weaknesses, opportunities and threats of using social software in higher and further education teaching and learning. Journal of Computer Assisted Learning, 26, 159-174.

Thongmak, M. (2013). Social network system in classroom: Antecedents of Edmodo © adoption. Journal of E-Learning and Higher Education, 2013, 1–15. http://doi.org/10.5171/2013.657749.

Tutty, J. I., & Martin, F. (2009). User generated design teaching and learning with Web 2.0. In Wired for Learning: An Educator’s Guide to Web 2.0 by Information Age Publishing. Pages 43-58.

Wikipedia. (2011). Web 2.0. Retrieved from https://en.wikipedia.org/wiki/ Web_2.0.

Wolfer, C. (2012). Effects on student engagement and comprehension when using microblogging with fourth grade reading groups. Action Research Project. CI 515.