Students’ Homework Performance and Views on Edmodo

Yıl 2019, Cilt: 5 Sayı: 2, 93 - 115, 20.10.2019

Ahmet Yalçın , Mustafa Şevik

https://doi.org/10.31464/jlere.611478

Öz

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.

Anahtar Kelimeler

Edmodo, Online Assignments, Pen-and-paper Assignments

Öğrencilerin Ödev Performansları ve Edmodo'ya İlişkin Görüşleri

Öz

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.

Anahtar Kelimeler

Çevrimiçi Ödevler, Edmodo, Geleneksel Ödevler

Kaynakça

• 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
• Thongmak, M. (2013). Social network system in classroom: antecedents of Edmodo © adoption. Journal of e-Learning and Higher Education, 2013(1), 1-15. doi:10.51714/2013.657749
• 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