788 research outputs found
The Analysis of Learning Management System towards Students’ Cognitive Learning Outcome: A Systematic Literature Review
The purpose of this study was to determine the implementation of the moodle and edmodo learning management system (LMS) in education, to identify the specific features of the LMS that were utilized in the learning process, and to assess the impact of the LMS on student learning outcomes, drawing on cognitive learning theory. The research method is a systematic literature review (SLR) using the Scopus and Taylor & Francis databases, guided by the PRISMA (preferred reporting items for systematic review and meta-analyses) protocol, to analyze the data. The validity of the study was tested using the Gregory test with four expert examiners, namely an SLR expert, an LMS expert, and experts in cognitive learning outcomes. The results of the electronic database search focused on articles related to LMS implementation, LMS features, and student cognitive learning outcomes. This systematic literature review identified four key stages that serve as indicators of LMS implementation: 1) introduction, 2) registration, 3) learning materials, and 4) evaluation (assessment or feedback). The LMS features used in learning are grouped into four sections: communication features, course content features, course delivery features, and assignment features. The findings of the literature review indicate that the implementation of LMS and the features utilized in the learning process have an impact on various aspects of learning. These include learning satisfaction, engagement, learning experience, comfort, effectiveness, motivation, and the improvement of student learning outcomes
The Effectiveness of Using Edmodo in Enhancing Students' Outcomes in Advance Writing Course of the Fifth Semester at Fip - Ummu
The increase of interest in the use of computer-mediated communication (CMC) into students learning and English Language Teaching (ELT) has become a crucial part of a 21st century education. Virtual Learning Environments as a supplementary tool for motivating and empowering independent learning and innovative teaching is practicing to deliver coursework in higher education. Edmodo, called as the “Facebook for Education”, was used to discuss the findings of students' attitude in writing skill. Data was collected by means of questionnaires, interview, forum discussion, and students' written evaluation. A mixed method of qualitative and quantitative was used to analyze the students' perspective about using this online learning tool and the results attained from the assignment feature. The primary instrument, a researcher at Muhammadiyah University of North Maluku (UMMU), worked with a class of fifth semester undergraduate students (approximately 20) of English department of UMMU to introduce Edmodo as online learning is a part of new curriculum practices. The research investigated the effectiveness of using a CMC tool to improve students' writing skill, especially to explore how the use of Edmodo in language learning might contextualize and integrate language instruction using Internet technology. These include relationships with significant social settings, implementation of Edmodo into the curriculum, affective factors, and mastery of metacognitive skills. The results show that the use of Edmodo is successfully facilitating students' participation in online discussions and task. This also enhanced students' interest and motivation in improving their writing skill.It reflected that a curriculum and learning activities developed on the basis of sociocultural theory and communicative teaching approach could increase interaction and communication through the SCMC syste
THE EFFECTIVENESS OF USING EDMODO IN ENHANCING STUDENTS’ OUTCOMES IN ADVANCE WRITING COURSE OF THE FIFTH SEMESTER AT FIP - UMMU
The increase of interest in the use of computer-mediated communication (CMC) into students learning and English Language Teaching (ELT) has become a crucial part of a 21st century education. Virtual Learning Environments as a supplementary tool for motivating and empowering independent learning and innovative teaching is practicing to deliver coursework in higher education. Edmodo, called as the “Facebook for Education”, was used to discuss the findings of students’ attitude in writing skill. Data was collected by means of questionnaires, interview, forum discussion, and students’ written evaluation. A mixed method of qualitative and quantitative was used to analyze the students’ perspective about using this online learning tool and the results attained from the assignment feature. The primary instrument, a researcher at Muhammadiyah University of North Maluku (UMMU), worked with a class of fifth semester undergraduate students (approximately 20) of English department of UMMU to introduce Edmodo as online learning is a part of new curriculum practices. The research investigated the effectiveness of using a CMC tool to improve students' writing skill, especially to explore how the use of Edmodo in language learning might contextualize and integrate language instruction using Internet technology. These include relationships with significant social settings, implementation of Edmodo into the curriculum, affective factors, and mastery of metacognitive skills. The results show that the use of Edmodo is successfully facilitating students’ participation in online discussions and task. This also enhanced students’ interest and motivation in improving their writing skill.It reflected that a curriculum and learning activities developed on the basis of sociocultural theory and communicative teaching approach could increase interaction and communication through the SCMC syste
The use of internet-based social media as a tool in enhancing student’s learning experiences in biological sciences
This study explored the use of social media as a tool in enhancing student’s learning experiences, by using online instruction as a supplement to a face-to-face general education course, such as biological sciences. Survey data were collected from 186 students who were enrolled in a Biological Sciences course. The course was taught in a blended format using Facebook and Edmodo online social networks. A four point Likert scale was used to interpret the data collected. Findings indicated that, when traditional face-to-face instruction was combined with online components, students’ learning was enhanced. Findings from this study indicate that students had better experience, better engagement, and appreciated both the social learning experience gave by the online social network. Results revealed that students through student-student interaction and student-teacher interaction enhance their own experiences and improved their learning ability. The findings were used as bases in developing new practices and methodologies involving social networking tools for learning. Moreover, findings were used to design a blended format syllabus and blended learning guidelines. DOI: 10.18870/hlrc.v3i4.17
Teachers\u27 Perceptions of an Online Social Network as an Instructional Platform: The Impact of an Edmodo-Based Professional Development Workshop
Today\u27s students are learning and communicating in increasingly digital ways, which is challenging instructors to rethink their practice in order to meet their students\u27 needs. These needs include instant access to information, student-centered learning, and control over their own learning. With the rapid adoption and progression of technology in education, understanding instructors\u27 perceptions of technology that supports digital-age learners becomes important, as instructors\u27 perceptions can influence the effectiveness of technology integration. This study examined one particular technology, the Online Social Network (OSN), using Edmodo in light of how it is perceived as an instructional platform. Additionally, whether the OSN supports a professional learning community was investigated, and the influence of this type of professional development design on the participants\u27 perceptions was analyzed.
Generally, the OSN was perceived as an instructional platform particularly for instruction aimed at student-centered and blended learning. It was evident that the OSN is capable of supporting a professional learning community, as participants in this study thoroughly and collectively worked to design student-centered learning modules within the platform while at the same time inquiring on topics pertinent to their professional growth. The findings provide relevant information for instructors looking to implement a platform that supports a student-centered approach to instruction, as well as, an example for administrators seeking a platform that supports a professional learning community. With this information, it is hopeful that the educational practice can improve, as instructors perceptions are better understood and their desire to participate in an online learning community is manifest
The effects of critical thinking instruction through asynchronous learning tools on writing
In writing classes, besides mastering the language items and writing rhetoric, students are required to use some high order thinking skills to be able to write academically. Hence, this study basically aims to see the effectiveness of the use of critical thinking skills on writing achievements of the Turkish EFL students. The purpose of the study is to see if online critical thinking treatment affects students’ use of critical thinking skills in their writings. In addition, students’ attitudes towards asynchronous learning tools during the study were observed. At the beginning and end of the study, 16 students in control group and 16 students in experimental group answered the questions in the critical thinking disposition scale. In addition to this, their writing performances were evaluated before and after the study. Meanwhile, experimental group students were exposed to 8-week online critical thinking treatment. The data gathered were statistically analysed and the results indicate that while the students’ writing performances do not differ significantly before and after the online critical thinking treatment, it has significantly contributed to the studentS’ use of critical thinking skills while writing
Peer Feedback of L2 Writing Class in Blended Learning Context
This paper reports the finding of a study scrutinizing to what extent peer feedback in blended learning context improves students’ writing ability a well as how EFL learner perceive an online peer feedback on writing in blended learning context. The study utilized a descriptive qualitative method with instrument of observation, document analysis and questionnaires. The results show that the students writing ability have improved after the students received feedback from peers and incorporated those feedbacks to their final draft. The online peer feedback fostered students’ writing skills in terms of mechanic, content, organization and structures. Students’ perception of online peer feedback using Edmodo were also positive in terms of usefulness, easiness, and interest. The students also responded that this activity was very timesaving since the blended learning model facilitates the students to maximize the amount of time to engage in the writing process
Current Studies on the Use of Edmodo in EFL Learning: A Review
The growing interest to integrate Edmodo into EFL classroom since its inception about a decade ago has significantly increased studies exploring it as the research area. However, reviews of these studies are still rare. Thus this paper aimed to review 24 current studies focusing on the integration of Edmodo into EFL learning and teaching to draw a general picture of the research designs employed, insights and ideas concerning the adoption of Edmodo in EFL environments, and who were the participants of these studies. The review was conducted using the constant comparative method. The review results showed that (1) the majority of the studies employed designs related to descriptive qualitative methods; (2) research focuses consisted of effects of Edmodo on EFL learning outcomes, impacts of Edmodo towards students’ learning attitude and motivation, perceptions of Edmodo use, and evaluation on Edmodo implementation in EFL learning; and (3) the participants of the study were mainly university students
THE IMPLEMENTATION OF SYNCHRONOUS AND ASYNCHRONOUS E- LANGUAGE LEARNING IN EFL SETTING: A CASE STUDY
Teaching and learning process since the pandemic time has shifted away from the traditional face to face classroom into online distance learning, and this will be undergo in the post pandemic. This case study aimed to investigate the effectiveness use of the combined modes of synchronous and asynchronous in e- language learning for university students. While both types of that learning approach have its importance in different scenario. The research questions to be answered in the study was how the adoption of synchronous (discussion activity platform) and asynchronous (learning content platform) would be more effective in e- language learning. 55 university participants from the second semester of English Department who joined the online creative writing class in synchronous and asynchronous language learning activity received the survey questionnaire as the sampling of the collected data. The data from the interview was also obtained to get the learners insights regarding the course experiences.The results showed that the applying of the combination approach in online learning has been greatly effective in helping the learners in terms of the community interaction and material engagement. Moreover, the learners’ response about the using blended mode of synchronous and asynchronous for their learning is very positive. Some suggestions to enfold the problems over the online learning are also provided
Development Based Blended Learning Model Type Flipped Classroom of Edmodo to Learning Achievement Sociology Improve Students' at SMA Negeri 1 Terbanggi Besar Class X
This study aims to develop an Edmodo-based blended learning model for improving student achievement in Sociology subjects at SMA Negeri 1 Terbanggi Besar and reviewing the effectiveness and efficiency of the learning process using the developed learning design products. This type of research is R & D using 4D model development. The instruments in this study were expert validation sheets, teacher and student responses questionnaire sheets, and learning implementation observation sheets. The data analysis techniques used in this research are descriptive analysis, expert validation data analysis, and test data analysis. The results of the research based on the data and discussion concluded that the product for developing the Edmodo-based blended learning model design to improve student learning achievement was declared valid, attractive, efficient and effective based on the assessments of experts, teachers and students. Suggestions given at least for the reader can develop into other aspects of the character or other subjects
- …