How active are K-12 students using Edmodo as online motivation, interaction and collaboration tools for learning process?

Widyahastuti, Febrianti; Fransiskus, Dendy; Tjhin, Viany Utami

doi:10.1109/hsi.2017.8005005

Cited by 6 publications

(6 citation statements)

References 7 publications

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“…The first problem is wide variety of tools that biased for students because student have to move between tools depending on what tool is used by an instructor on a subject [3]. This happen because the sudden distance learning policy, many educational institutions at various levels are not ready yet to apply distance learning [4] and letting instructors choose their respective tools such as Moodle, Google Classroom and Edmodo [5,6]. The second problem is the raise complaints from students and instructors related to internet costs in conducting distance learning [7].…”

Section: Introductionmentioning

confidence: 99%

“…Distance learning using free tools without infrastructure investment was carried out by Febrianti in 2017 [6] who tried to apply distance learning with Edmodo tools in Indonesia. This study found that students in Indonesia are not very active.…”

Section: Introductionmentioning

confidence: 99%

“…This study found that students in Indonesia are not very active. There are two factors cause this, the first is limitation on internet access and the second is weak motivation for distance learning [6]. The lack of motivation can be caused by the absence of video conference interactions during the distance learning process between students and instructors [14].…”

Section: Introductionmentioning

confidence: 99%

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Tools and Strategy for Distance Learning to Respond COVID-19 Pandemic in Indonesia

Utomo¹,

Sudaryanto²,

Saddhono³

2020

ISI

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Distance learning is a learning process that allows students and instructors are in different physical locations. During the COVID-19 pandemic, various countries including Indonesia chose the distance learning option to avoid the spread of the pandemic. However, the implementation of distance learning is not without problems. In Indonesia, the problems to implement distance learning are enormous both in terms of equitable distribution of infrastructure and costs for accessing the internet. To overcome these problems, research about best distance learning tools and its implementation strategy is really needed. Therefore, this research aimed to analyze the strategies and tools for implementing distance learning that reliable and cost-effective for the student at the same time. Based on research that has been conducted by analyzing questionnaire surveys of 256 students in Indonesia, this research recommends tools combination strategy consists of Google Classroom tool as a learning app, Whatsapp group as broadcast messaging and Zoom as a video conference media for distance learning. This research also recommended to maximize the elearning/learning app features for theoretical lessons and consider video conference just in practical lessons so that the distance learning costs become cheaper for students.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Tools and Strategy for Distance Learning to Respond COVID-19 Pandemic in Indonesia

Utomo¹,

Sudaryanto²,

Saddhono³

2020

ISI

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“…Problems or obstacles related to the selection of tools for distance learning and their implementation strategies have attracted the attention of researchers in Indonesia. For example, the use of Edmodo by Febrianti in 2017 (Widyahastuti, Fransiskus, & Tjhin, 2017). The findings from this study are that students tend to be passive or less active.…”

Section: Introductionmentioning

confidence: 61%

Strategic Analysis of Tools/Media Combination for Distance Learning in Science Courses

Syazali

Erfan

Amrullah

et al. 2023

PROSPEK

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Negative responses to the learning process and the high cost of buying quotas are problems that arise due to the implementation of online learning during PJJ. The purpose of this research is to analyze strategies for using a combination of distance learning tools/media that are effective and low-cost in the teaching-learning process in science courses. This survey research uses a closed questionnaire as a research instrument. Questionnaires were distributed to 112 PGSD students. The questions asked were 10 items related to network and internet access, and the PJJ tools used. The data obtained were analyzed using descriptive statistics. We found the fact that the University of Mataram has provided good e-learning for use in online learning. The vicon media and social media that are most frequently used sequentially are Google Meet (96.4%) and WA (99.1%). Therefore, the online tool/media that we recommend is the use of a combination of the three tools/media together with the surrounding environment as a Natural Laboratory in science learning. This recommendation is not only relatively cheaper in cost, but also has the potential to develop aspects of students' knowledge, attitudes and science process skills.

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“…Furthermore, these platforms provide opportunities for students to apply their acquired knowledge to real‐world situations, offering a myriad of benefits, from enhancing student engagement to facilitating practical applications (Hernández‐Sellés et al, 2019; Khomokhoana & Kogeda, 2021; Sahakiants & Dorner, 2021; Yates et al, 2021). These real‐time, interactive applications, which permit students to connect and collaborate among themselves and with educators, present a spectrum of opportunities (Jeschofnig & Jeschofnig, 2011; Widyahastuti et al, 2017). The incorporation of such tools in science education necessitates a collaborative process predicated on reciprocal interactions between the learner and the surrounding environment (Alismaiel et al, 2022; Feyzi Behnagh & Yasrebi, 2020).…”

Section: Introductionmentioning

confidence: 99%

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

Ateş,

Köroğlu

2024

Computer Assisted Learning

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BackgroundOnline collaboration tools have been identified as potentially effective means for enhancing student learning, motivation, and engagement in science education. However, their effectiveness in improving science education outcomes among middle school students remains uncertain.ObjectivesThe study aimed to investigate the impact of online collaboration tools on science education outcomes among middle school students, focusing on learning achievement, engagement, and motivation.MethodsA quasi‐experimental design with a pretest‐posttest control group was used in this study. A total of 60 eighth‐grade middle school students were involved in the study, with both the experimental and control groups comprising 30 students each. The experimental group incorporated the use of digital collaboration platforms, including Asana, Slack, and Team Viewer, as instrumental components of group project execution and discussion in their science lessons. Conversely, the control group adhered to the current educational approach in Turkey, characterized by the employment of an inquiry‐based learning strategy in their science instruction. Data was collected over eight weeks using a science achievement test, engagement scale, and science motivation scale.ResultsThe experimental group demonstrated significantly higher post‐test scores compared to the control group, suggesting that online collaboration tools positively impacted science education outcomes. Additionally, survey data indicated high levels of engagement and motivation among the experimental group students when using the online collaboration tools.ConclusionsThe findings support the notion that online collaboration tools can effectively enhance learning, motivation, and engagement in science education among middle school students. These results have significant implications for educators, educational institutions, policymakers, and curriculum developers. Further research is needed to examine the potential of these tools in various educational contexts and with different student populations. This will help broaden the understanding of how online collaboration tools can be integrated into diverse learning environments, potentially benefiting a larger number of students and further improving science education outcomes.

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How active are K-12 students using Edmodo as online motivation, interaction and collaboration tools for learning process?

Cited by 6 publications

References 7 publications

Tools and Strategy for Distance Learning to Respond COVID-19 Pandemic in Indonesia

Tools and Strategy for Distance Learning to Respond COVID-19 Pandemic in Indonesia

Strategic Analysis of Tools/Media Combination for Distance Learning in Science Courses

Online collaborative tools for science education: Boosting learning outcomes, motivation, and engagement

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