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.
About Edmodo. (2018). Our story. Retrieved from https://www.edmodo.com/about
Alemdağ, E. (2013). Edmodo: Eğitsel bir çevrimiçi sosyal öğrenme ortamı [Edmodo: An educational online social learning network]. XVIII. Türkiye’de İnternet Konferansı (s. 71-77), İstanbul Üniversitesi, İstanbul. Retrieved from http://inet-tr.org.tr/inetconf18/bildiri/28.pdf
Altun, E. (2008). 6th, 7th and 8th graders' attitudes towards online homework assignment sites. The Turkish Online Journal of Educational Technology, 7(4), 5-18. Retrieved from https://files.eric.ed.gov/fulltext/EJ1102932.pdf
Amiryousefi, M. (2016). Homework: Voices from EFL teachers and learners. Iranian Journal of Language Teaching Research, 4(2), 35-54. Retrieved from https://files.eric.ed.gov/fulltext/EJ1127366.pdf
Arıkan, Y. D., & Altun, E. (2007). Sınıf ve okulöncesi öğretmen adaylarının çevrimiçi ödev sitelerini kullanımına yönelik bir araştırma [A research on preschool and primary student-teachers’ use of online homework sites]. İlköğretim Online, 6(3), 366-376. Retrieved from http://ilkogretim-online.org.tr/index.php/io/article/view/1891/1726
Balasubramanian, K., Jaykumar, V., & Fukey, L. N. (2014). A study on “Student preference towards the use of Edmodo as a learning platform to create responsible learning environment”. Procedia-Social and Behavioral Sciences, 144, 416-422. doi:10.1016/j.sbspro.2014.07.311
Bonham, S., Beichner, R., & Deardorff, D. (2001). Online homework: Does it make a difference? The Physics Teacher, 39(5), 293-296. doi:10.1119/1.1375468
Bridge, P., & Appleyard, R. (2005). System failure: A comparison of electronic and paper-based assignment submission, marking, and feedback. British Journal of Educational Technology, 36(4), 669-671. doi:10.1111/j.1467-8535.2005.00485.x
Bridge, P., & Appleyard, R. (2008). A comparison of electronic and paper-based assignment submission and feedback. British Journal of Educational Technology, 39(4), 644-650. doi:10.1111/j.1467-8535.2007.00753.x
Bright, L. M. (2013). Alternative methods of communication to improve parents' involvement in and knowledge of the curriculum (Doctoral dissertation, Walden University).
Calp, Ş. (2011). İlköğretimde ev ödevi: Beşinci sınıf öğrencilerinin algıları [Homework in elementary school: The perceptions of fifth grade elementary school students]. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 2(2), 120-136. Retrieved from http://dergipark.gov.tr/download/article-file/261064
Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91. Retrieved from https://pdfs.semanticscholar.org/479a/d93fad486fde6309637e7334fa91525024da.pdf
Demirci, N. (2007). University students' perceptions of web-based vs. paper-based homework in a general physics course. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 29-34. doi:10.12973/ejmste/75371
Demirci, N. (2010). The effect of web-based homework on university students' physics achievements. Turkish Online Journal of Educational Technology, 9(4), 156-161. Retrieved from https://www.researchgate.net/publication/287914426_The_effect_of_web-based_homework_on_university_students'_physics_achievements
Dere, E., Yücel, Ü. A., & Yalçınalp, S. (2016). İlköğretim öğrencilerinin eğitsel bir çevrimiçi sosyal öğrenme ortamı olan Edmodo’ya ilişkin görüşleri [Opinions of K-12 students about an online social learning environment: Edmodo]. Elementary Education Online, 15(3), 804-819 doi:10.17051/io.2016.49794
Doğan, B., Demir, Ö., Bal, A., & Ülkü, E.E. (2017). Mühendislik eğitiminde Edmodo çevrimiçi sosyal ağ ortamının kullanımına ilişkin öğrenci görüşleri [Student views on the use of Edmodo online social networking in engineering]. Eğitim ve Öğretim Araştırmaları Dergisi, 6(2), 328-335. Retrieved from http://www.jret.org/FileUpload/ks281142/File/30.buket_dogan.pdf
Doorn, D., Janssen, S., & O'Brien, M. (2010). Student attitudes and approaches to online homework. International Journal for the Scholarship of Teaching and Learning, 4(1), 1-20. doi:10.20429/ijsotl.2010.040105
Dufresne, R., Mestre, J., Hart, D.M., & Rath, K.A. (2002). The Effect of web-based homework on test performance in large enrollment introductory physics courses. Journal of Computers in Mathematics and Science Teaching, 21(3), 229-251. Retrieved from http://www.sagefoxgroup.com/_articles/Web-Based_Homework_2002.pdf
Durak, G. (2017). Using social learning networks (SLNs) in higher education: Edmodo through the lenses of academics. International Review of Research in Open and Distributed Learning, 18(1), 84-109. Retrieved from https://files.eric.ed.gov/fulltext/EJ1136092.pdf
Durak, G., Çankaya, S., & Yünkül, E. (2014). Eğitimde eğitsel sosyal ağ sitelerinin kullanımı: Edmodo örneği [Using educational social networking sites in education: Edmodo]. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 41, 309-316. Retrieved from http://dergipark.gov.tr/download/article-file/55994
Ekici, D. İ. (2017). The use of Edmodo in creating an online learning community of practice for learning to teach science. Malaysian Online Journal of Educational Sciences, 5(2), 91-106. Retrieved from https://files.eric.ed.gov/fulltext/EJ1142512.pdf
Ekmekçi, E. (2016). Integrating Edmodo into foreign language classes as an assessment tool. Participatory Educational Research, 16(1), 1-11. doi:10.17275/per.16.spi.1.1
Gök, T. (2013). Ağ tabanlı ve geleneksel ev ödevlerinin öğrenci başarısı üzerindeki etkisinin karşılaştırılması [Comparison of the effects of web-based and paper-based homework on students’ achievements]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 31-51. Retrieved from http://efdergi.inonu.edu.tr/article/view/5000004125/5000004638
Hamutoğlu, N. B., & Kıyıcı, M. (2017). Bir eğitsel sosyal ağ olarak Edmodo’nun yükseköğretimde kullanımına yönelik öğrenci görüşlerinin incelenmesi [An exploration of university students’ views regarding the use of Edmodo as an educational social network]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 322-343. doi:10.24315/trkefd.290573
Holland, C., & Muilenburg, L. (2011). Supporting student collaboration: Edmodo in the classroom. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3232-3236). Nashville, Tennessee, USA: AACE. Retrieved from http://www.editlib/p/36816
İleri, S. A. (2013). TOBB ETÜ hazırlık sınıfı öğrencilerinin ödevlere karşı tutumu ve verilen ödevlerin öğrenci başarısına etkisi [The attitudes of TOBB ETU preparatory class students towards homework and the effect of homework assignments on student achievement] (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
Kara, S. (2016). How and why? Edmodo as a blended learning tool: A brief overview of usage and research. Proceedings of ISERD International Conference, 10-12. Bali, Indonesia. Retrieved from http://www.worldresearchlibrary.org/up_proc/pdf/300-146503126810-12.pdf
Kaya, V. H., & Kaya, E. (2018). Fen başarısını artırmak için ödevler ve kurslar gerekli midir?, Anatolian Journal of Teacher, 2(1), 48-62. Retrieved from http://dergipark.gov.tr/download/article-file/498822
Kılıçkaya, F. (2012). Edmodo: Make your language clasroom a community. AATSEEL Newsletter, 55(1), 7-10. Retrieved from http://www.aatseel.org/100111/pdf/aatseelfeb12nl.pdf
Kongchan, C. (2012). How a non-digital-native teacher makes use of Edmodo. In ICT for Language Learning, 5th Edition, Retrieved from https://conference.pixel-online.net/conferences/ICT4LL2012/common/download/Paper_pdf/90-IBT18-FP-Kongchan-ICT2012.pdf
Manowong, S. (2016). Undergraduate students’ perceptions of Edmodo as a supplementary learning tool in an EFL classroom. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 16(2), 137-161. Retrieved from http://www.thaiscience.info/journals/Article/SUIJ/10984811.pdf
Özdemir, O., & Erdemci, H. (2014). Meslek yüksekokulu öğrencilerinin ödev amaçlı bulut teknolojileri kullanımına yönelik görüşleri [Vocational school students' opinions towards using cloud technology for assignments]. Turkish Journal of Educational Studies, 1(3), 145-165. Retrieved from http://dergipark.gov.tr/download/article-file/402904
Özkan, A. (2017). Öğretim elemanlarının eğitsel sosyal ağ kullanım deneyimlerinin incelenmesi: Edmodo örneği [Examining the experiences of teachers in using educational social networks] (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
Polat, O. (2016). Eğitsel sosyal medya platformları ve Edmodo örnek uygulaması [Educational social media platforms and Edmodo sample application] (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
Purnawarman, P., Susilawati, S., & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252. doi:10.17509/ijal.v5i2.1348
Qalaja, M. W. M. (2015). The effectiveness of using Edmodo on developing seventh graders' writing skills and their attitude towards writing in Gaza governorate (Master’s Thesis). Retrieved from http://library.iugaza.edu.ps/thesis/115053.pdf
Ratniyom, J., Boonphadung, S., & Unnanantn T. (2016). The effects of online homework on first year pre-service science teachers’ learning achievements of introductory organic chemistry. International Journal of Environmental & Science Education, 11(15), 8088-8099. Retrieved from http://www.ijese.net/makale/1026
Richards-Babb, M., & Jackson, J. K. (2011). Gendered responses to online homework use in general chemistry. Chemistry Education Research Practice, 12(4), 409-419. doi:10.1039/C0RP90014A
Rosário, P., Núñez, J. C., Vallejo, G., Cunha, J., Nunes, T., Suárez, N., Fuentes, S., & Moreira, T. (2015). The effects of teachers’ homework follow-up practices on students’ EFL performance: a randomized-group design. Frontiers in Psychology, 6(1528), 1-11. doi:10.3389/fpsyg.2015.01528
Serhan, D. (2014). Web-based homework systems: The sky is the limit. Paper presented at 2014 International Conference on Web and Open Access to Learning (ICWOAL), Dubai, United Arab Emirates. Retrieved from https://ieeexplore.ieee.org/document/7009224/
Sırakaya, M. (2014). Öğretmen adaylarının Edmodo hakkındaki görüşleri [Teacher candidates’ views on Edmodo]. Paper presented at the 8th International Computer & Instructional Technologies Symposium, Trakya University, Edirne.
Şevik, M., Yalçın, A., & Bostancıoğlu, F. (2017). University vocational school students’ beliefs about foreign language learning. Paper presented at the IV International Eurasian Educational Research Congress, Denizli, Turkey.
Teach More Learn More. (2018). Trusted by teachers. Retrieved from https://www.edmodo.com/?language=en_GB
Torun, F., & Dargut, T. (2015). Mobil öğrenme ortamlarında ters yüz sınıf modelinin gerçekleştirilebilirliği üzerine bir öneri [A proposal for the applicability of flipped classroom model in mobile learning environments]. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 6(2), 20-29. Retrieved from http://dergipark.gov.tr/download/article-file/399575
Türkmen, H. G. (2012). Using social networking in EFL classroom in higher education. Proceedings of the 8th International Scientific Conference e-Learning and Software for Education, (pp. 350-354). Bucharest, Romania. doi:10.5682/2066-026X-12-056
Uzun, E. (2015). Students’ attitudes towards Edmodo as a supplementary tool for higher education. Participatory Educational Research, 15(2), 78-83. doi:10.17275/per.15.spi.2.10
Weimer, M. (2013). Faculty focus: Higher ed teaching strategies from Magna publications. Retrieved from http://www.facultyfocus.com/articles/instructional-design/online-homework-systems-can-boost-student-achievement/
What’s New on Edmodo. (2018). Retrieved from https://www.edmodo.com/topics/7504/What-s-New-On-Edmodo
Yagci, T. (2015). Blended learning via mobile social media & implementation of “EDMODO” in reading classes. Advances in Language and Literary Studies, 6(4), 41-47. doi:10.7575/aiac.alls.v.6n.4p.41
Yalçın, A. (2019). The effects of online EFL assignments on student success: Mehmet Akif Ersoy University (MAKU) Gölhisar Vocational School (GVS) (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
Yıldırım, O. G., Erdoğan, T., & Çiğdem, H. (2017). The investigation of the usability of web-based assignment system. Journal of Theory and Practice in Education, 13(1), 1-9. Retrieved from http://acikerisim.lib.comu.edu.tr:8080/xmlui/bitstream/handle/COMU/1675/osman%20gazi%20y%C4%B1ld%C4%B1r%C4%B1m%20makale.pdf?sequence=1&isAllowed=y
Öğrencilerin Ödev Performansları ve Edmodo'ya İlişkin Görüşleri
Eğitsel Sosyal Ağ Sitelerinin (ESAS) eğitimde kullanılması, özellikle
son on yılda çok popüler bir uygulamadır. Ancak, öğrenme üzerindeki etkisi hala
tartışılmaktadır. Bu amaç doğrultusunda, bu deneysel çalışma, meslek
yüksekokulu öğrencilerinin eğitsel bir sosyal ağ sitesi olan Edmodo platformundaki
ödev performanslarını araştırmayı ve öğrencilerin çevrimiçi ödevler hakkındaki
görüşlerini incelemeyi amaçlamaktadır. Çalışma süresince, deney grubuna Edmodo
üzerinden ve kontrol grubuna ise geleneksel ödev (kâğıt-kalem kullanılarak
yapılan ödev) olarak toplam beş adet haftalık ödevler verilmiştir. Ödevlerin
verilme sürecinde, deney grubundaki öğrencilerle yaptıkları çevrimiçi ödevler
(Edmodo) hakkında yarı yapılandırılmış görüşmeler yapılmıştır. Bulgular, her iki
grubun ödev teslim oranlarının genelde yüksek olduğunu ortaya koymuştur.
Bununla birlikte, geleneksel ödevleri yapan öğrenciler ödev başarısında,
çevrimiçi ödevleri yapan öğrencilere göre daha iyi bir performans
göstermişlerdir. Çalışma sonucunda, İngilizce öğretmenlerinin meslek yüksekokullarında
ödevleri, teslimi, kontrolü ve ödevlere not vermenin daha pratik olmasının yanı
sıra, öğrenciler için daha fazla öğretici, motive edici ve eğlenceli olmasından
dolayı, çevrimiçi olarak vermesi gerektiği önerilmektedir.
About Edmodo. (2018). Our story. Retrieved from https://www.edmodo.com/about
Alemdağ, E. (2013). Edmodo: Eğitsel bir çevrimiçi sosyal öğrenme ortamı [Edmodo: An educational online social learning network]. XVIII. Türkiye’de İnternet Konferansı (s. 71-77), İstanbul Üniversitesi, İstanbul. Retrieved from http://inet-tr.org.tr/inetconf18/bildiri/28.pdf
Altun, E. (2008). 6th, 7th and 8th graders' attitudes towards online homework assignment sites. The Turkish Online Journal of Educational Technology, 7(4), 5-18. Retrieved from https://files.eric.ed.gov/fulltext/EJ1102932.pdf
Amiryousefi, M. (2016). Homework: Voices from EFL teachers and learners. Iranian Journal of Language Teaching Research, 4(2), 35-54. Retrieved from https://files.eric.ed.gov/fulltext/EJ1127366.pdf
Arıkan, Y. D., & Altun, E. (2007). Sınıf ve okulöncesi öğretmen adaylarının çevrimiçi ödev sitelerini kullanımına yönelik bir araştırma [A research on preschool and primary student-teachers’ use of online homework sites]. İlköğretim Online, 6(3), 366-376. Retrieved from http://ilkogretim-online.org.tr/index.php/io/article/view/1891/1726
Balasubramanian, K., Jaykumar, V., & Fukey, L. N. (2014). A study on “Student preference towards the use of Edmodo as a learning platform to create responsible learning environment”. Procedia-Social and Behavioral Sciences, 144, 416-422. doi:10.1016/j.sbspro.2014.07.311
Bonham, S., Beichner, R., & Deardorff, D. (2001). Online homework: Does it make a difference? The Physics Teacher, 39(5), 293-296. doi:10.1119/1.1375468
Bridge, P., & Appleyard, R. (2005). System failure: A comparison of electronic and paper-based assignment submission, marking, and feedback. British Journal of Educational Technology, 36(4), 669-671. doi:10.1111/j.1467-8535.2005.00485.x
Bridge, P., & Appleyard, R. (2008). A comparison of electronic and paper-based assignment submission and feedback. British Journal of Educational Technology, 39(4), 644-650. doi:10.1111/j.1467-8535.2007.00753.x
Bright, L. M. (2013). Alternative methods of communication to improve parents' involvement in and knowledge of the curriculum (Doctoral dissertation, Walden University).
Calp, Ş. (2011). İlköğretimde ev ödevi: Beşinci sınıf öğrencilerinin algıları [Homework in elementary school: The perceptions of fifth grade elementary school students]. Uluslararası Sosyal Bilimler Eğitimi Dergisi, 2(2), 120-136. Retrieved from http://dergipark.gov.tr/download/article-file/261064
Cooper, H. (1989). Synthesis of research on homework. Educational Leadership, 47(3), 85-91. Retrieved from https://pdfs.semanticscholar.org/479a/d93fad486fde6309637e7334fa91525024da.pdf
Demirci, N. (2007). University students' perceptions of web-based vs. paper-based homework in a general physics course. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 29-34. doi:10.12973/ejmste/75371
Demirci, N. (2010). The effect of web-based homework on university students' physics achievements. Turkish Online Journal of Educational Technology, 9(4), 156-161. Retrieved from https://www.researchgate.net/publication/287914426_The_effect_of_web-based_homework_on_university_students'_physics_achievements
Dere, E., Yücel, Ü. A., & Yalçınalp, S. (2016). İlköğretim öğrencilerinin eğitsel bir çevrimiçi sosyal öğrenme ortamı olan Edmodo’ya ilişkin görüşleri [Opinions of K-12 students about an online social learning environment: Edmodo]. Elementary Education Online, 15(3), 804-819 doi:10.17051/io.2016.49794
Doğan, B., Demir, Ö., Bal, A., & Ülkü, E.E. (2017). Mühendislik eğitiminde Edmodo çevrimiçi sosyal ağ ortamının kullanımına ilişkin öğrenci görüşleri [Student views on the use of Edmodo online social networking in engineering]. Eğitim ve Öğretim Araştırmaları Dergisi, 6(2), 328-335. Retrieved from http://www.jret.org/FileUpload/ks281142/File/30.buket_dogan.pdf
Doorn, D., Janssen, S., & O'Brien, M. (2010). Student attitudes and approaches to online homework. International Journal for the Scholarship of Teaching and Learning, 4(1), 1-20. doi:10.20429/ijsotl.2010.040105
Dufresne, R., Mestre, J., Hart, D.M., & Rath, K.A. (2002). The Effect of web-based homework on test performance in large enrollment introductory physics courses. Journal of Computers in Mathematics and Science Teaching, 21(3), 229-251. Retrieved from http://www.sagefoxgroup.com/_articles/Web-Based_Homework_2002.pdf
Durak, G. (2017). Using social learning networks (SLNs) in higher education: Edmodo through the lenses of academics. International Review of Research in Open and Distributed Learning, 18(1), 84-109. Retrieved from https://files.eric.ed.gov/fulltext/EJ1136092.pdf
Durak, G., Çankaya, S., & Yünkül, E. (2014). Eğitimde eğitsel sosyal ağ sitelerinin kullanımı: Edmodo örneği [Using educational social networking sites in education: Edmodo]. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 41, 309-316. Retrieved from http://dergipark.gov.tr/download/article-file/55994
Ekici, D. İ. (2017). The use of Edmodo in creating an online learning community of practice for learning to teach science. Malaysian Online Journal of Educational Sciences, 5(2), 91-106. Retrieved from https://files.eric.ed.gov/fulltext/EJ1142512.pdf
Ekmekçi, E. (2016). Integrating Edmodo into foreign language classes as an assessment tool. Participatory Educational Research, 16(1), 1-11. doi:10.17275/per.16.spi.1.1
Gök, T. (2013). Ağ tabanlı ve geleneksel ev ödevlerinin öğrenci başarısı üzerindeki etkisinin karşılaştırılması [Comparison of the effects of web-based and paper-based homework on students’ achievements]. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 14(1), 31-51. Retrieved from http://efdergi.inonu.edu.tr/article/view/5000004125/5000004638
Hamutoğlu, N. B., & Kıyıcı, M. (2017). Bir eğitsel sosyal ağ olarak Edmodo’nun yükseköğretimde kullanımına yönelik öğrenci görüşlerinin incelenmesi [An exploration of university students’ views regarding the use of Edmodo as an educational social network]. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 7(2), 322-343. doi:10.24315/trkefd.290573
Holland, C., & Muilenburg, L. (2011). Supporting student collaboration: Edmodo in the classroom. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3232-3236). Nashville, Tennessee, USA: AACE. Retrieved from http://www.editlib/p/36816
İleri, S. A. (2013). TOBB ETÜ hazırlık sınıfı öğrencilerinin ödevlere karşı tutumu ve verilen ödevlerin öğrenci başarısına etkisi [The attitudes of TOBB ETU preparatory class students towards homework and the effect of homework assignments on student achievement] (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
Kara, S. (2016). How and why? Edmodo as a blended learning tool: A brief overview of usage and research. Proceedings of ISERD International Conference, 10-12. Bali, Indonesia. Retrieved from http://www.worldresearchlibrary.org/up_proc/pdf/300-146503126810-12.pdf
Kaya, V. H., & Kaya, E. (2018). Fen başarısını artırmak için ödevler ve kurslar gerekli midir?, Anatolian Journal of Teacher, 2(1), 48-62. Retrieved from http://dergipark.gov.tr/download/article-file/498822
Kılıçkaya, F. (2012). Edmodo: Make your language clasroom a community. AATSEEL Newsletter, 55(1), 7-10. Retrieved from http://www.aatseel.org/100111/pdf/aatseelfeb12nl.pdf
Kongchan, C. (2012). How a non-digital-native teacher makes use of Edmodo. In ICT for Language Learning, 5th Edition, Retrieved from https://conference.pixel-online.net/conferences/ICT4LL2012/common/download/Paper_pdf/90-IBT18-FP-Kongchan-ICT2012.pdf
Manowong, S. (2016). Undergraduate students’ perceptions of Edmodo as a supplementary learning tool in an EFL classroom. Silpakorn University Journal of Social Sciences, Humanities, and Arts, 16(2), 137-161. Retrieved from http://www.thaiscience.info/journals/Article/SUIJ/10984811.pdf
Özdemir, O., & Erdemci, H. (2014). Meslek yüksekokulu öğrencilerinin ödev amaçlı bulut teknolojileri kullanımına yönelik görüşleri [Vocational school students' opinions towards using cloud technology for assignments]. Turkish Journal of Educational Studies, 1(3), 145-165. Retrieved from http://dergipark.gov.tr/download/article-file/402904
Özkan, A. (2017). Öğretim elemanlarının eğitsel sosyal ağ kullanım deneyimlerinin incelenmesi: Edmodo örneği [Examining the experiences of teachers in using educational social networks] (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
Polat, O. (2016). Eğitsel sosyal medya platformları ve Edmodo örnek uygulaması [Educational social media platforms and Edmodo sample application] (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
Purnawarman, P., Susilawati, S., & Sundayana, W. (2016). The use of Edmodo in teaching writing in a blended learning setting. Indonesian Journal of Applied Linguistics, 5(2), 242-252. doi:10.17509/ijal.v5i2.1348
Qalaja, M. W. M. (2015). The effectiveness of using Edmodo on developing seventh graders' writing skills and their attitude towards writing in Gaza governorate (Master’s Thesis). Retrieved from http://library.iugaza.edu.ps/thesis/115053.pdf
Ratniyom, J., Boonphadung, S., & Unnanantn T. (2016). The effects of online homework on first year pre-service science teachers’ learning achievements of introductory organic chemistry. International Journal of Environmental & Science Education, 11(15), 8088-8099. Retrieved from http://www.ijese.net/makale/1026
Richards-Babb, M., & Jackson, J. K. (2011). Gendered responses to online homework use in general chemistry. Chemistry Education Research Practice, 12(4), 409-419. doi:10.1039/C0RP90014A
Rosário, P., Núñez, J. C., Vallejo, G., Cunha, J., Nunes, T., Suárez, N., Fuentes, S., & Moreira, T. (2015). The effects of teachers’ homework follow-up practices on students’ EFL performance: a randomized-group design. Frontiers in Psychology, 6(1528), 1-11. doi:10.3389/fpsyg.2015.01528
Serhan, D. (2014). Web-based homework systems: The sky is the limit. Paper presented at 2014 International Conference on Web and Open Access to Learning (ICWOAL), Dubai, United Arab Emirates. Retrieved from https://ieeexplore.ieee.org/document/7009224/
Sırakaya, M. (2014). Öğretmen adaylarının Edmodo hakkındaki görüşleri [Teacher candidates’ views on Edmodo]. Paper presented at the 8th International Computer & Instructional Technologies Symposium, Trakya University, Edirne.
Şevik, M., Yalçın, A., & Bostancıoğlu, F. (2017). University vocational school students’ beliefs about foreign language learning. Paper presented at the IV International Eurasian Educational Research Congress, Denizli, Turkey.
Teach More Learn More. (2018). Trusted by teachers. Retrieved from https://www.edmodo.com/?language=en_GB
Torun, F., & Dargut, T. (2015). Mobil öğrenme ortamlarında ters yüz sınıf modelinin gerçekleştirilebilirliği üzerine bir öneri [A proposal for the applicability of flipped classroom model in mobile learning environments]. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 6(2), 20-29. Retrieved from http://dergipark.gov.tr/download/article-file/399575
Türkmen, H. G. (2012). Using social networking in EFL classroom in higher education. Proceedings of the 8th International Scientific Conference e-Learning and Software for Education, (pp. 350-354). Bucharest, Romania. doi:10.5682/2066-026X-12-056
Uzun, E. (2015). Students’ attitudes towards Edmodo as a supplementary tool for higher education. Participatory Educational Research, 15(2), 78-83. doi:10.17275/per.15.spi.2.10
Weimer, M. (2013). Faculty focus: Higher ed teaching strategies from Magna publications. Retrieved from http://www.facultyfocus.com/articles/instructional-design/online-homework-systems-can-boost-student-achievement/
What’s New on Edmodo. (2018). Retrieved from https://www.edmodo.com/topics/7504/What-s-New-On-Edmodo
Yagci, T. (2015). Blended learning via mobile social media & implementation of “EDMODO” in reading classes. Advances in Language and Literary Studies, 6(4), 41-47. doi:10.7575/aiac.alls.v.6n.4p.41
Yalçın, A. (2019). The effects of online EFL assignments on student success: Mehmet Akif Ersoy University (MAKU) Gölhisar Vocational School (GVS) (Master’s Thesis). Retrieved from https://tez.yok.gov.tr
Yıldırım, O. G., Erdoğan, T., & Çiğdem, H. (2017). The investigation of the usability of web-based assignment system. Journal of Theory and Practice in Education, 13(1), 1-9. Retrieved from http://acikerisim.lib.comu.edu.tr:8080/xmlui/bitstream/handle/COMU/1675/osman%20gazi%20y%C4%B1ld%C4%B1r%C4%B1m%20makale.pdf?sequence=1&isAllowed=y
Yalçın, A., & Şevik, M. (2019). Students’ Homework Performance and Views on Edmodo. Dil Eğitimi Ve Araştırmaları Dergisi, 5(2), 93-115. https://doi.org/10.31464/jlere.611478