Research Article
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Year 2022, Volume: 5 Issue: 2, 422 - 431, 31.05.2022
https://doi.org/10.31681/jetol.1028410

Abstract

References

  • Abid Azhar, K., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers' perceptions. Prizren Social Science Journal, 2(2), 52–66.
  • Akbari, E., Eghtesad, S., & Simons, R. J. (2012), Students' attitudes towards the use of social networks for learning the English language. Available from, http://conference.pixel-online.net/ICT4LL2012/common/download/Paper_pdf/357-IBT70FP-Akbari-ICT2012.pdf
  • Akbarov, A., Gönen, K., & Aydogan, H. (2018). Students' attitudes toward blended learning in the EFL context. Acta Didactica Napocensia, 11(1), 61-68
  • Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of Google Classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in
  • Learning (IJET), 13(06), 112–123.
  • Almio, S.H. & Sri S. (2019). Teacher's Experiences on the Use of Google Classroom. English Language and Literature Conference (ELLic) Proceedings. Vol 3 (2019).
  • Aminin, S., Huda, M., Ninsiana, W., Dacholfany, M.I., (2018). Sustaining civic-based moral values: insights from language learning and literature. Int. J. Civ. Eng. Technol. 9 (4), 157–174.
  • Bansal, Dhananjay Joshi, T. (2014). A Study of Students' Experiences of WhatsApp Mobile Learning. Global Journal of Human-Social Science Research, Retrieved from https://socialscienceresearch.org/index.php/GJHSS/article/view/1326
  • Barhoumi, C. (2015). The Effectiveness of WhatsApp Mobile Learning Activities Guided by Activity Theory on Students' Knowledge Management. Contemporary Educational Technology Journal, 6 (3), 221-238.
  • Bruner, J. (1999). Folk pedagogies. In J. Leach & B. Moon (Eds.), Learners & pedagogy (pp. 4-21). London: Sage.
  • Buzzetto-More, N. A. (2012). Social networking in undergraduate education. Interdisciplinary Journal of Information, Knowledge, and Management, 7, 63-90.
  • Callaghan, N. and Bower, M. (2012) Learning Through Social Networking—The Teacher's Critical Role. Educational Media International, 49, 1-17.
  • Crawford, A.R. (2015). Google Classroom. Retrieved from acrawf41.weebly.com/…3/7/ acrawford_emerging technology.
  • Ellis, J., Wieselmann, J., Sivaraj, R., Roehrig, G., Dare, E., Ring-Whalen, E., 2020. Toward a productive definition of technology in science and STEM education. Contemp.
  • Eren, O. (2012). Students' attitudes towards using social networking in foreign language classes: A Facebook example. International Journal of Business and Social Science, 3(20), 288-294.
  • Espinosa, N., Estira, K. L., & Ventayen, R. J. M. (2017). Usability
  • Evaluation of Google Classroom: Basis for the Adaptation of GSuite E-Learning Platform. Asia Pacific Journal of Education, Arts, and Science, 5(1).
  • Gamble, C. & Wilkins, M. (2014). Student attitude and perceptions of using Facebook for language learning. Dimension, 49-72.
  • Harjanto, A. S, & Sumari, S. (2019). Teachers' Experiences on the Use of Google Classroom. 33rd English Language and Literature International Conference (ELLiC) Proceedings-(ELLiC Proceedings Vol.3,2019) Issues Technol. Teach. Educ. 20 (3), 472–496.
  • Harwood, C., & Blackstone, B. (2012). Using Facebook to extend learning into student's digital lives. Researchers World, 3(1), 11-19.
  • Irwin, C., Ball, L., Desbrow, B., & Leveritt, M. (2012). Students' perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7).
  • Ja'ashan, M. M. N. H. (2015). Perceptions and attitudes towards blended learning for English courses: a case study of students at the University of Bisha. English Language Teaching, 8(9), 40-50.
  • Janzen, M. (2014) Hot Team: Google Classroom. Retrieved from tlt.psu.edu/2014/12/04/hotteam-google- classroom.
  • Jones, C., & Shao, B. (2011). The next generation and digital natives: implications for higher education. Higher Education Academy. York, UK: Higher Education Academy. Available from, http://oro.open.ac.uk/30014/
  • Kabilan, M. K., Ahmad, N., & Abidin, MJZ. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179-187.
  • Karimi, L., & Khodabandelou, R. (2013). Perspective of Iranian university students about academic use of social networking sites: A study of Facebook. International Journal of Academic Research in Progressive Education and Development, 2(3), 113-123.
  • Keeler, A. (2014). "15 More things you can do with Google Classroom". Retrieved from http://www.alicekeeler.com/teachertech/2014/09/22/15-more-things-you-can-do-withgoogle-classroom/
  • Khalili, Huda M., Rosman, A.S., Mohamed, A.K., Marni, N., (2021). Digital learning enhancement through social network sites (SNS). In: Silhavy, R., Silhavy, P., Prokopova, Z. (Eds.), Software Engineering Application in Informatics. CoMeSySo 2021, Lecture Notes in Networks and Systems, 232. Springer, Cham.
  • Larysa, D., & Nataliia, T. (2021). Benefits and challenges of the Moodle platform application when teaching foreign languages. Scientific Letters of Academic Society of Michal Baludansky (SLASMB), 9(1), 32-34
  • Liou, H.C., & Peng, Z.Y. (2009). Training effects on computer-mediated peer review. System: An International Journal of Educational Technology and Applied Linguistics, 37(3), 514-525.
  • Liou, H.-C., & Chuang, H.-H. (2016). Integrating Google Classroom to Teach Writing in Taiwan. Minnesota eLearning Summit. Retrieved from https://pubs.lib.umn.edu/index.php/mes/article/view/730
  • Lockyer, L., & Patterson, J. (2008, July). Integrating social networking technologies in education: a formal learning environment case study. In P. Diaz, I. A. Kinshuk, & E. Mora (Eds.), IEEE International Conference on Advanced Learning Technologies (pp. 529-533).
  • Mazer, J., Murphy, R. & Simonds, C. (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.
  • Mazman, S. G., & Usluel, Y. K. (2010). Modelling the educational usage of Facebook. Computers & Education, 55(2), 444-453.
  • McCarthy, J. (2012). International design collaboration and mentoring for tertiary students through Facebook. Australasian Journal of Educational Technology, 28(5), 755-775.
  • Moksin, A.I., Shahrill, M., Anshari, M., Huda, M., Tengah, K.A., (2018). The learning of integration in calculus using autograph technology. Adv. Sci. Lett. 24 (1), 550–552.
  • Mulyadi, D., Huda, M., Gusmian, I., (2022). Smart learning environment (SLE) in the fourth industrial revolution (IR 4.0): practical insights into online learning resources. Int. J. Asian Bus. Inf. Manag. 13 (2), 1–23.
  • Myravyova, N., Zhurbenko, N., & Artyushina, G. (2021). Blended learning for teaching professionally-oriented foreign and native languages. Arab World English Journal (AWEJ) Special Issue on CALL (7).
  • Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016). Google classroom as a tool for active learning. AIP Conference Proceedings, 1761(1), 020069.
  • Shaibou, A., H. (2018). Exploring the frequent Use of the Learning Management Systems (LMS) features as a mediator between Learners' Interactions, Learners' Learning Outcomes and Satisfaction in Higher Education. Unpublished PhD thesis, Korea University.
  • Shih, R. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5) 829-845.
  • Sukmawati, S& Nensia, N. (2019) The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2)
  • Vygotsky, L. L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard university press.
  • Wang, S., & Vasquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412-430.
  • Wang, Q., Woo, H., Quek, C., Yang, Y., Mei, L. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428–438. doi:10.1111/j.1467-8535.2011. 01195.x
  • Yunus, M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: students' perceptions. International Journal of Education and Information Technologies, 1(6), 87-96.
  • Zhang, W., & Zhu, C. (2018). Comparing learning outcomes of
  • blended learning and traditional face-to-face learning of university students in ESL courses. International Journal on E-Learning, 17(2), 251-273.

Students' use of online learning platforms to support blended Learning at Cameroonian University

Year 2022, Volume: 5 Issue: 2, 422 - 431, 31.05.2022
https://doi.org/10.31681/jetol.1028410

Abstract

Cameroonian Higher Education Institutions (HEIs), in the surge of the COVID-19 pandemic, have taken aggressive action to provide effective teaching and learning experiences to address the needs of learners. Teachers have widely adopted web 2.0 technologies in Cameroonian Universities. This research provides insight into Cameroonian students' perceptions and attitudes toward par¬ticipating in learning through an online learning platform. Also, the author discusses the implications of and potential uses for an online learning platform. Three hundred and eighty students from a public university in Cameroon participated in this study. A twenty-item quantitative questionnaire using a 5-point Likert scale was used in this study. The results showed that Students have a high perception of using online learning platforms for blended Learning in Cameroonian Universities.

References

  • Abid Azhar, K., & Iqbal, N. (2018). Effectiveness of Google Classroom: Teachers' perceptions. Prizren Social Science Journal, 2(2), 52–66.
  • Akbari, E., Eghtesad, S., & Simons, R. J. (2012), Students' attitudes towards the use of social networks for learning the English language. Available from, http://conference.pixel-online.net/ICT4LL2012/common/download/Paper_pdf/357-IBT70FP-Akbari-ICT2012.pdf
  • Akbarov, A., Gönen, K., & Aydogan, H. (2018). Students' attitudes toward blended learning in the EFL context. Acta Didactica Napocensia, 11(1), 61-68
  • Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of Google Classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in
  • Learning (IJET), 13(06), 112–123.
  • Almio, S.H. & Sri S. (2019). Teacher's Experiences on the Use of Google Classroom. English Language and Literature Conference (ELLic) Proceedings. Vol 3 (2019).
  • Aminin, S., Huda, M., Ninsiana, W., Dacholfany, M.I., (2018). Sustaining civic-based moral values: insights from language learning and literature. Int. J. Civ. Eng. Technol. 9 (4), 157–174.
  • Bansal, Dhananjay Joshi, T. (2014). A Study of Students' Experiences of WhatsApp Mobile Learning. Global Journal of Human-Social Science Research, Retrieved from https://socialscienceresearch.org/index.php/GJHSS/article/view/1326
  • Barhoumi, C. (2015). The Effectiveness of WhatsApp Mobile Learning Activities Guided by Activity Theory on Students' Knowledge Management. Contemporary Educational Technology Journal, 6 (3), 221-238.
  • Bruner, J. (1999). Folk pedagogies. In J. Leach & B. Moon (Eds.), Learners & pedagogy (pp. 4-21). London: Sage.
  • Buzzetto-More, N. A. (2012). Social networking in undergraduate education. Interdisciplinary Journal of Information, Knowledge, and Management, 7, 63-90.
  • Callaghan, N. and Bower, M. (2012) Learning Through Social Networking—The Teacher's Critical Role. Educational Media International, 49, 1-17.
  • Crawford, A.R. (2015). Google Classroom. Retrieved from acrawf41.weebly.com/…3/7/ acrawford_emerging technology.
  • Ellis, J., Wieselmann, J., Sivaraj, R., Roehrig, G., Dare, E., Ring-Whalen, E., 2020. Toward a productive definition of technology in science and STEM education. Contemp.
  • Eren, O. (2012). Students' attitudes towards using social networking in foreign language classes: A Facebook example. International Journal of Business and Social Science, 3(20), 288-294.
  • Espinosa, N., Estira, K. L., & Ventayen, R. J. M. (2017). Usability
  • Evaluation of Google Classroom: Basis for the Adaptation of GSuite E-Learning Platform. Asia Pacific Journal of Education, Arts, and Science, 5(1).
  • Gamble, C. & Wilkins, M. (2014). Student attitude and perceptions of using Facebook for language learning. Dimension, 49-72.
  • Harjanto, A. S, & Sumari, S. (2019). Teachers' Experiences on the Use of Google Classroom. 33rd English Language and Literature International Conference (ELLiC) Proceedings-(ELLiC Proceedings Vol.3,2019) Issues Technol. Teach. Educ. 20 (3), 472–496.
  • Harwood, C., & Blackstone, B. (2012). Using Facebook to extend learning into student's digital lives. Researchers World, 3(1), 11-19.
  • Irwin, C., Ball, L., Desbrow, B., & Leveritt, M. (2012). Students' perceptions of using Facebook as an interactive learning resource at university. Australasian Journal of Educational Technology, 28(7).
  • Ja'ashan, M. M. N. H. (2015). Perceptions and attitudes towards blended learning for English courses: a case study of students at the University of Bisha. English Language Teaching, 8(9), 40-50.
  • Janzen, M. (2014) Hot Team: Google Classroom. Retrieved from tlt.psu.edu/2014/12/04/hotteam-google- classroom.
  • Jones, C., & Shao, B. (2011). The next generation and digital natives: implications for higher education. Higher Education Academy. York, UK: Higher Education Academy. Available from, http://oro.open.ac.uk/30014/
  • Kabilan, M. K., Ahmad, N., & Abidin, MJZ. (2010). Facebook: An online environment for learning of English in institutions of higher education? The Internet and Higher Education, 13(4), 179-187.
  • Karimi, L., & Khodabandelou, R. (2013). Perspective of Iranian university students about academic use of social networking sites: A study of Facebook. International Journal of Academic Research in Progressive Education and Development, 2(3), 113-123.
  • Keeler, A. (2014). "15 More things you can do with Google Classroom". Retrieved from http://www.alicekeeler.com/teachertech/2014/09/22/15-more-things-you-can-do-withgoogle-classroom/
  • Khalili, Huda M., Rosman, A.S., Mohamed, A.K., Marni, N., (2021). Digital learning enhancement through social network sites (SNS). In: Silhavy, R., Silhavy, P., Prokopova, Z. (Eds.), Software Engineering Application in Informatics. CoMeSySo 2021, Lecture Notes in Networks and Systems, 232. Springer, Cham.
  • Larysa, D., & Nataliia, T. (2021). Benefits and challenges of the Moodle platform application when teaching foreign languages. Scientific Letters of Academic Society of Michal Baludansky (SLASMB), 9(1), 32-34
  • Liou, H.C., & Peng, Z.Y. (2009). Training effects on computer-mediated peer review. System: An International Journal of Educational Technology and Applied Linguistics, 37(3), 514-525.
  • Liou, H.-C., & Chuang, H.-H. (2016). Integrating Google Classroom to Teach Writing in Taiwan. Minnesota eLearning Summit. Retrieved from https://pubs.lib.umn.edu/index.php/mes/article/view/730
  • Lockyer, L., & Patterson, J. (2008, July). Integrating social networking technologies in education: a formal learning environment case study. In P. Diaz, I. A. Kinshuk, & E. Mora (Eds.), IEEE International Conference on Advanced Learning Technologies (pp. 529-533).
  • Mazer, J., Murphy, R. & Simonds, C. (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.
  • Mazman, S. G., & Usluel, Y. K. (2010). Modelling the educational usage of Facebook. Computers & Education, 55(2), 444-453.
  • McCarthy, J. (2012). International design collaboration and mentoring for tertiary students through Facebook. Australasian Journal of Educational Technology, 28(5), 755-775.
  • Moksin, A.I., Shahrill, M., Anshari, M., Huda, M., Tengah, K.A., (2018). The learning of integration in calculus using autograph technology. Adv. Sci. Lett. 24 (1), 550–552.
  • Mulyadi, D., Huda, M., Gusmian, I., (2022). Smart learning environment (SLE) in the fourth industrial revolution (IR 4.0): practical insights into online learning resources. Int. J. Asian Bus. Inf. Manag. 13 (2), 1–23.
  • Myravyova, N., Zhurbenko, N., & Artyushina, G. (2021). Blended learning for teaching professionally-oriented foreign and native languages. Arab World English Journal (AWEJ) Special Issue on CALL (7).
  • Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016). Google classroom as a tool for active learning. AIP Conference Proceedings, 1761(1), 020069.
  • Shaibou, A., H. (2018). Exploring the frequent Use of the Learning Management Systems (LMS) features as a mediator between Learners' Interactions, Learners' Learning Outcomes and Satisfaction in Higher Education. Unpublished PhD thesis, Korea University.
  • Shih, R. (2011). Can Web 2.0 technology assist college students in learning English writing? Integrating Facebook and peer assessment with blended learning. Australasian Journal of Educational Technology, 27(5) 829-845.
  • Sukmawati, S& Nensia, N. (2019) The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2)
  • Vygotsky, L. L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard university press.
  • Wang, S., & Vasquez, C. (2012). Web 2.0 and second language learning: What does the research tell us? CALICO Journal, 29(3), 412-430.
  • Wang, Q., Woo, H., Quek, C., Yang, Y., Mei, L. (2012). Using the Facebook group as a learning management system: An exploratory study. British Journal of Educational Technology, 43(3), 428–438. doi:10.1111/j.1467-8535.2011. 01195.x
  • Yunus, M., & Salehi, H. (2012). The effectiveness of Facebook groups on teaching and improving writing: students' perceptions. International Journal of Education and Information Technologies, 1(6), 87-96.
  • Zhang, W., & Zhu, C. (2018). Comparing learning outcomes of
  • blended learning and traditional face-to-face learning of university students in ESL courses. International Journal on E-Learning, 17(2), 251-273.
There are 48 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Shaıbou Abdoulaı Hajı 0000-0001-6350-4108

Publication Date May 31, 2022
Published in Issue Year 2022 Volume: 5 Issue: 2

Cite

APA Hajı, S. A. (2022). Students’ use of online learning platforms to support blended Learning at Cameroonian University. Journal of Educational Technology and Online Learning, 5(2), 422-431. https://doi.org/10.31681/jetol.1028410


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