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EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ

Year 2014, Issue: 41, 0 - 0, 20.06.2015

Abstract

Students’ extensive use of social networking sites caught attention of educators in terms of how these sites can be used in education. Correspondingly educational social networking sites, which operate basically just like social networking sites, came into the picture. They have also extra applications like quiz and assignment applications similarly with learning management systems. Findings of a limited number of researches performed about them suggest that educational social networking sites can be used in educational environments successfully. Edmodo is the leading educational social networking site in the world. In this context, the aim this study is to introduce Edmodo, to compare Edmodo with social networking sites and learning management systems, and to give information to educators about how they can make use of Edmodo

References

  • Ajjan, H. ve Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71–80. doi:10.1016/j.iheduc.2008.05.002
  • Al-Rahmi, W. M. ve Othman, M. S. (2013). The impact of social media use on academic performance among university students: A pilot study. Journal Of Information Systems Research And Innovation, 4(2), 1–10.
  • Anderson, T. (2005). Distance learning – Social software’s killer ap? In Conference of the Open and Distance Learning Association of Australia (ODLAA) (pp. 1–12). Adelaide, South Australia: University of South Australia.
  • Ankara Üniversitesi UZEM. (2010) Öğretmenler için Moodle Kılavuzu. Erişim Tarihi: 24.05.2014, http://moodle.ankara.edu.tr/kilavuzlar/moodle/moodle_kilavuzu.pdf.
  • Arroyo, C. G. (2011). On-line social networks: innovative ways towards the boost of collaborative language learning. In International Conference ICT for Language Learning 4th Edition. Florence, Italy.
  • Aydın, C. Ç., Biroğul, S. (2008). E- Öğrenmede Açık Kaynak Kodlu Öğretim Yönetim Sistemleri ve Moodle. Bilişim Teknolojileri Dergisi, 1(2), 31-36.
  • Balcikanli, C. (2010). The effects of social networking on pre-service english teachers’ metacognitive awareness and teaching practice. (Unpublished doctoral dissertation). Gazi University Institute of Educational Sciences, Ankara.
  • Bandiera, O., Larcinese, V.,& Rasul, I. (2010). Heterogeneous Class Size Effects: New Evidence from a Panel of University Students. The Economic Journal, 120(549), 1365-1398.
  • 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.
  • Boyd, D. M. ve Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230. doi:10.1111/j.1083-6101.2007.00393.x
  • Brady, K. P., Holcomb, L. B. ve Smith, B. V. (2010). The use of alternative social networking sites in higher educational settings : 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. ve Yunkul, E. (2014). Using educational social networking sites in higher education: edmodo through the lenses of undergraduate students. European Journal of Education Technology, 1(1).
  • Cheung, C. M. K., Chiu, P.-Y. ve Lee, M. K. O. (2011). Online social networks: Why do students use facebook? Computers in Human Behavior, 27(4), 1337–1343. doi:10.1016/j.chb.2010.07.028
  • Cobb, S. C. (2009). Social presence and online learning : A current view from a research perspective. Journal of Interactive Online Learning, 8(3), 241–254.
  • Cohen, A. (2011). Higher education students’ perspectives of the relevance of the online social networking site Facebook to education. (Unpublished doctoral dissertation). Walden University College of Social and Behavioral Sciences.
  • Dawson, S. (2006). A study of the relationship between student communication interaction and sense of community. The Internet and Higher Education, 9(3), 153–162. doi:10.1016/j.iheduc.2006.06.007
  • Edmodo. (2014). Edmodo About. Erişim tarihi: 24.05.2014, https://www.edmodo.com/about?language=en.
  • Ekici, M. ve Kiyici, M. (2012). Sosyal aglarin egitim baglaminda kullanimi. Usak Universitesi Sosyal Bilimler Dergisi, 5(2), 156–167.
  • Forkosh-Baruch, A. ve Hershkovitz, A. (2012). A case study of Israeli higher-education institutes sharing scholarly information with the community via social networks. The Internet and Higher Education, 15(1), 58–68. doi:10.1016/j.iheduc.2011.08.003
  • Garrison, D. R., Anderson, T. ve Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(3), 87–105.
  • Grosseck, G., Bran, R. ve Tiru, L. (2011). Dear teacher, what should I write on my wall? A case study on academic uses of Facebook. Procedia - Social and Behavioral Sciences, 15(2011), 1425–1430. doi:10.1016/j.sbspro.2011.03.306
  • Hung, H.-T. ve Yuen, S. C.-Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703–714. doi:10.1080/13562517.2010.507307
  • Junco, R., Heiberger, G. ve Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. doi:10.1111/j.1365-2729.2010.00387.x
  • Junco, Reynol. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers ve Education, 58(1), 162–171. doi:10.1016/j.compedu.2011.08.004
  • Kabilan, M. K., Ahmad, N. ve Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179–187. doi:10.1016/j.iheduc.2010.07.003
  • Karpinski, A. C. ve Duberstein, A. (2009). A description of facebook use and academic performance among undergraduate and graduate students. In American Educational Research Association Annual Meeting. San Diego, California.
  • Kert, S. B. ve Kert, A. (2010). The usage potential of social network sites for educational purposes. International Online Journal of Educational Sciences, 2(2), 486–507.
  • Kirschner, P. a. ve Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237–1245. doi:10.1016/j.chb.2010.03.024
  • Kokkelenberg, E. C., Dillon, M. ve Christy , S. M. (2005). The effects of class size on student achievement in higher education. Cornell Higher Education Research Institute (CHERI). Erişim tarihi: 02.01.2013, http://digitalcommons.ilr.cornell.edu/cheri/24/.
  • Kokkelenberg, E. C., Dillon, M. ve Christy, S. M. (2008). The Effects of Class Size on Student Grades at a Public University. Economics of Education Review, 27(2), 221-33.
  • Kongchan, C. (2008). How a non-digital-native teacher makes use of edmodo. In 5th Intenational Conference ICT for Language Learning. Florence.
  • Lawson, T. J., Kleinholz, S. A. ve Bodle, J. H. (2011). Using Facebook to connect alumni, current students, and faculty: A how- to guide. Teaching of Psychology, 38(4), 265–268. doi:10.1177/0098628311421327
  • Mazer, J. P., Murphy, R. E. ve Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self- disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17. doi:10.1080/03634520601009710
  • Mazer, J. P., Murphy, R. E. ve Simonds, C. J. (2009). The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34(2), 175–183. doi:10.1080/17439880902923655
  • Miller, G. (2011). Social scientists wade into the tweet stream. Science, 333(6051), 1814–1815.
  • Monks, J., Schmidt, R. (2010). The Impact of Class Size and Number of Students on Outcomes in Higher Education. Cornell Higher Education Research Institute (CHERI). Erişim tarihi: 01.02.2013, http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1145&context=workingpapers.
  • O’Brien, S. J. (2011). Facebook and other Internet use and the academic performance of college students. (Unpublished doctoral dissertation). The Temple University Graduate School.
  • Odabasi, H. F., Misirli, O., Gunuc, S., Timar, Z. S., Ersoy, M., Som, S., … Erol, O. (2012). Egitim icin yeni bir ortam: Twitter. Anadolu Journal of Educational Sciences International, 2(1), 89–103.
  • Pempek, T. A., Yermolayeva, Y. A. ve Calvert, S. L. (2009). College students’ social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227–238. doi:10.1016/j.appdev.2008.12.010
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. (R. K. Belew ve M. D. Vose, Eds.)On the Horizon, 9(5), 1–6. doi:10.1108/10748120110424816
  • Rouis, S., Limayem, M. ve Salehi-sangari, E. (2011). Impact of facebook usage on students’ academic achievement: roles of self- regulation and trust. Electronic Journal of Research in Educational Psychology, 9(3), 961–994.
  • 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.
  • Schwartz, H. (2009). Facebook: The new classroom commons. The Chronicle of Higher Education, 56(6), B12–B13.
  • Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157–174. doi:10.1080/17439880902923622
  • Shier, M. T. (2005). The way technology changes how we do what we do. New Directions for Student Services, 2005(112), 77– 87. doi:10.1002/ss.186
  • Spahn, K. (1999). Class Size and Faculty Effectiveness and Quality. 39th Annual Institutional Research Forum, Seattle, WA.
  • Tonta, Y. (2009). Dijital Yerliler, Sosyal Aglar ve Kutuphanelerin Gelecegi. Turk Kutuphaneciligi, 23(4), 742–768.
  • Wang, Q., Chen, W. ve Liang, Y. (2011). The effects of social media on college students.
  • Warner, B. ve Esposito, J. (2009). What’s not in the syllabus: Faculty transformation, role modeling and role conflict in immersion service-learning courses. International Journal of Teaching and Learning in Higher Education, 20(3), 510– 517.
  • Westerlund, J. (2008). Class Size and Student Evaluations in Sweden. Education Economics, 16(1), 19-28.
  • Wodzicki, K., Schwämmlein, E. ve Moskaliuk, J. (2012). “Actually, I wanted to learn”: Study-related knowledge exchange on social networking sites. The Internet and Higher Education, 15(1), 9–14. doi:10.1016/j.iheduc.2011.05.008
  • Wolf, M. M., Wolf, M., Frawley, T., Torres, A. ve Wolf, S. (2012). Using social media to enhance learning through collaboration in higher education: a case study. In Agricultural Economics Association 2012 Annual Meeting. Seattle, Washington.
  • Yu, A. Y., Tian, S. W., Vogel, D. ve Chi-Wai Kwok, R. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers ve Education, 55(4), 1494–1503. doi:10.1016/j.compedu.2010.06.015

EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ

Year 2014, Issue: 41, 0 - 0, 20.06.2015

Abstract

Günümüzde öğrencilerin sosyal ağ sitelerini yoğun kullanmaları eğitimcilerin de dikkatini çekmiş ve sosyal ağ sitelerinin eğitimde nasıl kullanılabileceği çeşitli araştırmalara konu olmuştur. Bununla paralel olarak temelde sosyal ağ sitesi gibi işleyiş gösteren, ancak sosyal ağ sitelerinin olası olumsuz etkilerini azalttığı iddia edilen ve öğrenme yönetim sistemlerinde olduğu gibi ödev ve sınav uygulamaları gibi çeşitli araçlar sunan eğitsel sosyal ağ siteleri ortaya çıkmıştır. Bu sitelerin etkililiği konusunda yapılan az sayıdaki çalışmanın sonuçları eğitsel sosyal ağ sitelerinin eğitsel ortamlarda kullanılması konusunda olumlu sonuçlar sunmaktadır. Dünyada en yaygın kullanılan eğitsel sosyal ağ sitelerinin başında ise Edmodo gelmektedir. Bu bağlamda bu çalışmanın amacı; eğitsel sosyal ağ sitelerinden biri olan Edmodo’yu tanıtmak, Edmodo’yu sosyal ağ siteleri ve öğrenme yönetim sistemleri ile karşılaştırmak ve öğretmenlerin Edmodo’yu nasıl kullanabileceklerine yönelik olarak bilgiler vermektir

References

  • Ajjan, H. ve Hartshorne, R. (2008). Investigating faculty decisions to adopt Web 2.0 technologies: Theory and empirical tests. The Internet and Higher Education, 11(2), 71–80. doi:10.1016/j.iheduc.2008.05.002
  • Al-Rahmi, W. M. ve Othman, M. S. (2013). The impact of social media use on academic performance among university students: A pilot study. Journal Of Information Systems Research And Innovation, 4(2), 1–10.
  • Anderson, T. (2005). Distance learning – Social software’s killer ap? In Conference of the Open and Distance Learning Association of Australia (ODLAA) (pp. 1–12). Adelaide, South Australia: University of South Australia.
  • Ankara Üniversitesi UZEM. (2010) Öğretmenler için Moodle Kılavuzu. Erişim Tarihi: 24.05.2014, http://moodle.ankara.edu.tr/kilavuzlar/moodle/moodle_kilavuzu.pdf.
  • Arroyo, C. G. (2011). On-line social networks: innovative ways towards the boost of collaborative language learning. In International Conference ICT for Language Learning 4th Edition. Florence, Italy.
  • Aydın, C. Ç., Biroğul, S. (2008). E- Öğrenmede Açık Kaynak Kodlu Öğretim Yönetim Sistemleri ve Moodle. Bilişim Teknolojileri Dergisi, 1(2), 31-36.
  • Balcikanli, C. (2010). The effects of social networking on pre-service english teachers’ metacognitive awareness and teaching practice. (Unpublished doctoral dissertation). Gazi University Institute of Educational Sciences, Ankara.
  • Bandiera, O., Larcinese, V.,& Rasul, I. (2010). Heterogeneous Class Size Effects: New Evidence from a Panel of University Students. The Economic Journal, 120(549), 1365-1398.
  • 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.
  • Boyd, D. M. ve Ellison, N. B. (2007). Social network sites: Definition, history, and scholarship. Journal of Computer-Mediated Communication, 13(1), 210–230. doi:10.1111/j.1083-6101.2007.00393.x
  • Brady, K. P., Holcomb, L. B. ve Smith, B. V. (2010). The use of alternative social networking sites in higher educational settings : 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. ve Yunkul, E. (2014). Using educational social networking sites in higher education: edmodo through the lenses of undergraduate students. European Journal of Education Technology, 1(1).
  • Cheung, C. M. K., Chiu, P.-Y. ve Lee, M. K. O. (2011). Online social networks: Why do students use facebook? Computers in Human Behavior, 27(4), 1337–1343. doi:10.1016/j.chb.2010.07.028
  • Cobb, S. C. (2009). Social presence and online learning : A current view from a research perspective. Journal of Interactive Online Learning, 8(3), 241–254.
  • Cohen, A. (2011). Higher education students’ perspectives of the relevance of the online social networking site Facebook to education. (Unpublished doctoral dissertation). Walden University College of Social and Behavioral Sciences.
  • Dawson, S. (2006). A study of the relationship between student communication interaction and sense of community. The Internet and Higher Education, 9(3), 153–162. doi:10.1016/j.iheduc.2006.06.007
  • Edmodo. (2014). Edmodo About. Erişim tarihi: 24.05.2014, https://www.edmodo.com/about?language=en.
  • Ekici, M. ve Kiyici, M. (2012). Sosyal aglarin egitim baglaminda kullanimi. Usak Universitesi Sosyal Bilimler Dergisi, 5(2), 156–167.
  • Forkosh-Baruch, A. ve Hershkovitz, A. (2012). A case study of Israeli higher-education institutes sharing scholarly information with the community via social networks. The Internet and Higher Education, 15(1), 58–68. doi:10.1016/j.iheduc.2011.08.003
  • Garrison, D. R., Anderson, T. ve Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(3), 87–105.
  • Grosseck, G., Bran, R. ve Tiru, L. (2011). Dear teacher, what should I write on my wall? A case study on academic uses of Facebook. Procedia - Social and Behavioral Sciences, 15(2011), 1425–1430. doi:10.1016/j.sbspro.2011.03.306
  • Hung, H.-T. ve Yuen, S. C.-Y. (2010). Educational use of social networking technology in higher education. Teaching in Higher Education, 15(6), 703–714. doi:10.1080/13562517.2010.507307
  • Junco, R., Heiberger, G. ve Loken, E. (2011). The effect of Twitter on college student engagement and grades. Journal of Computer Assisted Learning, 27(2), 119–132. doi:10.1111/j.1365-2729.2010.00387.x
  • Junco, Reynol. (2012). The relationship between frequency of Facebook use, participation in Facebook activities, and student engagement. Computers ve Education, 58(1), 162–171. doi:10.1016/j.compedu.2011.08.004
  • Kabilan, M. K., Ahmad, N. ve Abidin, M. J. Z. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179–187. doi:10.1016/j.iheduc.2010.07.003
  • Karpinski, A. C. ve Duberstein, A. (2009). A description of facebook use and academic performance among undergraduate and graduate students. In American Educational Research Association Annual Meeting. San Diego, California.
  • Kert, S. B. ve Kert, A. (2010). The usage potential of social network sites for educational purposes. International Online Journal of Educational Sciences, 2(2), 486–507.
  • Kirschner, P. a. ve Karpinski, A. C. (2010). Facebook® and academic performance. Computers in Human Behavior, 26(6), 1237–1245. doi:10.1016/j.chb.2010.03.024
  • Kokkelenberg, E. C., Dillon, M. ve Christy , S. M. (2005). The effects of class size on student achievement in higher education. Cornell Higher Education Research Institute (CHERI). Erişim tarihi: 02.01.2013, http://digitalcommons.ilr.cornell.edu/cheri/24/.
  • Kokkelenberg, E. C., Dillon, M. ve Christy, S. M. (2008). The Effects of Class Size on Student Grades at a Public University. Economics of Education Review, 27(2), 221-33.
  • Kongchan, C. (2008). How a non-digital-native teacher makes use of edmodo. In 5th Intenational Conference ICT for Language Learning. Florence.
  • Lawson, T. J., Kleinholz, S. A. ve Bodle, J. H. (2011). Using Facebook to connect alumni, current students, and faculty: A how- to guide. Teaching of Psychology, 38(4), 265–268. doi:10.1177/0098628311421327
  • Mazer, J. P., Murphy, R. E. ve Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self- disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17. doi:10.1080/03634520601009710
  • Mazer, J. P., Murphy, R. E. ve Simonds, C. J. (2009). The effects of teacher self-disclosure via Facebook on teacher credibility. Learning, Media and Technology, 34(2), 175–183. doi:10.1080/17439880902923655
  • Miller, G. (2011). Social scientists wade into the tweet stream. Science, 333(6051), 1814–1815.
  • Monks, J., Schmidt, R. (2010). The Impact of Class Size and Number of Students on Outcomes in Higher Education. Cornell Higher Education Research Institute (CHERI). Erişim tarihi: 01.02.2013, http://digitalcommons.ilr.cornell.edu/cgi/viewcontent.cgi?article=1145&context=workingpapers.
  • O’Brien, S. J. (2011). Facebook and other Internet use and the academic performance of college students. (Unpublished doctoral dissertation). The Temple University Graduate School.
  • Odabasi, H. F., Misirli, O., Gunuc, S., Timar, Z. S., Ersoy, M., Som, S., … Erol, O. (2012). Egitim icin yeni bir ortam: Twitter. Anadolu Journal of Educational Sciences International, 2(1), 89–103.
  • Pempek, T. A., Yermolayeva, Y. A. ve Calvert, S. L. (2009). College students’ social networking experiences on Facebook. Journal of Applied Developmental Psychology, 30(3), 227–238. doi:10.1016/j.appdev.2008.12.010
  • Prensky, M. (2001). Digital natives, digital immigrants part 1. (R. K. Belew ve M. D. Vose, Eds.)On the Horizon, 9(5), 1–6. doi:10.1108/10748120110424816
  • Rouis, S., Limayem, M. ve Salehi-sangari, E. (2011). Impact of facebook usage on students’ academic achievement: roles of self- regulation and trust. Electronic Journal of Research in Educational Psychology, 9(3), 961–994.
  • 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.
  • Schwartz, H. (2009). Facebook: The new classroom commons. The Chronicle of Higher Education, 56(6), B12–B13.
  • Selwyn, N. (2009). Faceworking: exploring students’ education-related use of Facebook. Learning, Media and Technology, 34(2), 157–174. doi:10.1080/17439880902923622
  • Shier, M. T. (2005). The way technology changes how we do what we do. New Directions for Student Services, 2005(112), 77– 87. doi:10.1002/ss.186
  • Spahn, K. (1999). Class Size and Faculty Effectiveness and Quality. 39th Annual Institutional Research Forum, Seattle, WA.
  • Tonta, Y. (2009). Dijital Yerliler, Sosyal Aglar ve Kutuphanelerin Gelecegi. Turk Kutuphaneciligi, 23(4), 742–768.
  • Wang, Q., Chen, W. ve Liang, Y. (2011). The effects of social media on college students.
  • Warner, B. ve Esposito, J. (2009). What’s not in the syllabus: Faculty transformation, role modeling and role conflict in immersion service-learning courses. International Journal of Teaching and Learning in Higher Education, 20(3), 510– 517.
  • Westerlund, J. (2008). Class Size and Student Evaluations in Sweden. Education Economics, 16(1), 19-28.
  • Wodzicki, K., Schwämmlein, E. ve Moskaliuk, J. (2012). “Actually, I wanted to learn”: Study-related knowledge exchange on social networking sites. The Internet and Higher Education, 15(1), 9–14. doi:10.1016/j.iheduc.2011.05.008
  • Wolf, M. M., Wolf, M., Frawley, T., Torres, A. ve Wolf, S. (2012). Using social media to enhance learning through collaboration in higher education: a case study. In Agricultural Economics Association 2012 Annual Meeting. Seattle, Washington.
  • Yu, A. Y., Tian, S. W., Vogel, D. ve Chi-Wai Kwok, R. (2010). Can learning be virtually boosted? An investigation of online social networking impacts. Computers ve Education, 55(4), 1494–1503. doi:10.1016/j.compedu.2010.06.015
There are 53 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Gürhan Durak This is me

Serkan Çankaya

Eyup Yünkül - This is me

Publication Date June 20, 2015
Published in Issue Year 2014 Issue: 41

Cite

APA Durak, G., Çankaya, S., & -, E. Y. (2015). EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi(41).
AMA Durak G, Çankaya S, - EY. EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. June 2015;(41).
Chicago Durak, Gürhan, Serkan Çankaya, and Eyup Yünkül -. “EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ”. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, no. 41 (June 2015).
EndNote Durak G, Çankaya S, - EY (June 1, 2015) EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi 41
IEEE G. Durak, S. Çankaya, and E. Y. -, “EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ”, Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, no. 41, June 2015.
ISNAD Durak, Gürhan et al. “EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ”. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi 41 (June 2015).
JAMA Durak G, Çankaya S, - EY. EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. 2015.
MLA Durak, Gürhan et al. “EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ”. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, no. 41, 2015.
Vancouver Durak G, Çankaya S, - EY. EĞİTİMDE EĞİTSEL SOSYAL AĞ SİTELERİNİN KULLANIMI: EDMODO ÖRNEĞİ. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi. 2015(41).

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