Bir Eğitsel Sosyal Ağ Olarak Edmodo’nun Yükseköğretimde Kullanımı Hakkındaki Öğrenci Görüşlerinin İncelenmesi

Hamutoğlu, Nazire Burçin; Kıyıcı, Mübin

doi:10.24315/trkefd.290573

Cited by 9 publications

(20 citation statements)

References 13 publications

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“…Another limitation is regarding the interface of Edmodo mobile application. This finding is consistent with the claims of Ekici (2017) and Hamutoğlu and Kıyıcı (2017) who investigated the opinions of the Edmodo users about that platform.…”

Section: Conclusion and Discussionsupporting

confidence: 91%

“…In short, they agreed that online assignments are quite helpful especially for less hardworking students. This finding parallels with the study of Hamutoğlu and Kıyıcı (2017) who examined first-grade university students' views about Edmodo in a similar study. It is also encouraging to compare this finding with that found by Cooper (1989) who claimed that doing homework affects a student's study habits positively.…”

Section: Conclusion and Discussionsupporting

confidence: 87%

“…Teachers can make announcements, instant notifications and alerts. Besides, learners are able to share their ideas easily via Edmodo when they are reluctant to participate in the classroom (Rogers, 2011; as cited in Hamutoğlu & Kıyıcı, 2017). Bright (2013) claims that Edmodo increases the communication between not only teachers and students but also teachers and parents.…”

Section: The Advantages Of Edmodomentioning

confidence: 99%

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Öğrencilerin Ödev Performansları ve Edmodo'ya İlişkin Görüşleri

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Şevik

2019

Dil Eğitimi Ve Araştırmaları Dergisi

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Using Educational Social Networking Sites (ESNSs) in educational settings has been a very popular practice especially in the past decade. Yet, its impact on learning is still under discussion. With this purpose in mind, this experimental study aims to investigate university vocational school students' homework performance in Edmodo, which is an ESNS, and to identify their views on online assignments. During the experimentation, five weekly assignments were given for the experimental group via Edmodo and for the control group as pen-and-paper homework. During the assignment process, semi-structured interviews were held with the participants in the experimental group about online assignments. The findings revealed that both groups usually had high rates of homework submission. Moreover, the participants of the control group had a better performance in homework grades. The study also revealed that students usually have positive views on online assignments. The study concluded with the suggestion that EFL teachers should give assignments as online in university vocational schools since they are more instructive, motivating and enjoyable to do for students, as well as, more practical in terms of submission, checking, and grading.

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Section: Conclusion and Discussionsupporting

confidence: 91%

Section: Conclusion and Discussionsupporting

confidence: 87%

Section: The Advantages Of Edmodomentioning

confidence: 99%

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Öğrencilerin Ödev Performansları ve Edmodo'ya İlişkin Görüşleri

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Şevik

2019

Dil Eğitimi Ve Araştırmaları Dergisi

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“…The negative aspects of Edmondo assisted academic writing education were reported as follows: English as the program language, complexity of the program, forgetten user passwords, requirement for a smart phone, problems with Internet access and anxiety that the questions that were asked would be seen by other students. In a study conducted by Hamutoğlu and Kıyıcı (2017), the inadequacy of Turkish language support was stated as one of the limitations of the system. Dewi (2014) also described the problems in using Edmodo as low level of computer literacy and lack of access to computers and/or internet.…”

Section: Discussionmentioning

confidence: 99%

The use of Edmodo in academic writing education

Altunkaya

Ayranci

2020

Dil Ve Dilbilimi Çalışmaları Dergisi

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Academic writing intends to enunciate research findings in a certain discipline within the scientific world. The contents of the Turkish Language II course, offered in the spring semesters of the teacher training programs in education faculties, are based on academic writing skills education. The present study aims to determine the effects of Edmodo assisted academic writing education on student achievement. A quasi-experimental design with a pretest and post-test control group was used for the quantitative part of the present study, which employed a mixed research design. In the qualitative part, student opinions on Edmodo assisted education were retreived via a semistructured interview form. The study group consisted of 108 students, 54 in the experimental and 54 in the control group, who were enrolled in the spring semester of the 2018-2019 academic year in the Guidance and Psychological Counseling Program of a state university. The quantitative data was analyzed via SPSS and descriptive analysis was used to interpret qualitative data. The findings of the quantitative analysis indicated that the experimental group had higher academic writing achievement compared to the control group. The qualitative findings also revealed that students considered Edmodo assisted academic writing education useful.

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“…In recent years, there has been an increasing amount of literature on Edmodo which has been examined as a social learning tool (i.e. Ekmekçi, 2016;Hamutoğlu & Kıyıcı, 2017;Kara, 2016;Kazez & Bahçeci, 2016;Manowong, 2016;Özdemir & Erdemci, 2014;Sırakaya, 2014;Thongmak, 2013;Uzun, 2015;Yagci, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Online EFL Assignments and Success

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Şevik

2020

Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi

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Giving homework is a common practice at all levels of education, yet its impact as a pedagogical tool on the learning process is still a matter of debate. The past decade has seen the rapid development of web-based tools created for educational purposes. In parallel with these developments, researchers and educators have begun to show an increased interest in online homework systems in recent years in order to evaluate learning and to overcome the drawbacks of pen-and-paper homework. This study aims to investigate the effects of online English as a Foreign Language (EFL) assignments on student success in a university vocational school context. Participants of this experimental study were 49 first-grade students studying at Burdur Mehmet Akif Ersoy University (MAKU) Gölhisar Vocational School (GVS). Of these students, 28 constituted the experimental group and 21 constituted the control group. The study was conducted in the spring term of the 2016-2017 academic year for a 12week period. At the beginning of the study, a pre-test was applied to both groups. Next, five weekly assignments were given for the experimental group via Edmodo and for the control group as pen-and-paper homework. The findings revealed that assignments whether online or penand-paper increased students' success significantly. Moreover, the success increase of the students who did online assignments was about double that of the students who were responsible for doing pen-and-paper assignments. The study concluded with suggestions that EFL teachers should give assignments in university vocational schools and that these assignments should be given as online since they are more effective on student success.

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Bir Eğitsel Sosyal Ağ Olarak Edmodo’nun Yükseköğretimde Kullanımı Hakkındaki Öğrenci Görüşlerinin İncelenmesi

Cited by 9 publications

References 13 publications

Öğrencilerin Ödev Performansları ve Edmodo'ya İlişkin Görüşleri

Öğrencilerin Ödev Performansları ve Edmodo'ya İlişkin Görüşleri

The use of Edmodo in academic writing education

Online EFL Assignments and Success

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