Effectiveness of Blackboard and Edmodo in Self-Regulated Learning and Educational Satisfaction

Yıl 2020, Cilt: 21 Sayı: 2, 126 - 140, 01.04.2020

Reem Almoeather

https://doi.org/10.17718/tojde.728140

Cited By: 7

Öz

Due to the increasing use of Internet-based Learning Management Systems (LMSs) and Social Learning Networks (SLNs), educators tend to employ these technologies in improving student learning skills and educational quality. This study investigates the impact of Blackboard LMS and Edmodo SLN on self- regulated learning and educational satisfaction among the Founding Year students at Princess Nourah Bint Abdulrahman University (PNU). The quasi-experimental approach applied to (148) students enrolled in the Founding Year, Faculty of Education, PNU. The participants were randomly distributed to two experimental groups: The first group compromised (61) students and the second one included (87) students. For achieving the study objectives, Blackboard and Edmodo based learning environments were designed. The educational material was transformed into a digital educational content and uploaded on the Blackboard system. Furthermore, scales for self-regulated learning and educational satisfaction were prepared. The self-regulated learning scale composed of (9) items illustrating the contributions of e-learning systems for developing the students’ self-regulated learning skills. The educational satisfaction scale comprised (8) items illustrating the satisfaction of the students with e-learning systems. After applying the two scales to the participants, a t-test was utilized to analyze data and calculate the significance of differences between the mean scores of the pre and posttests. Results showed a statistically significant difference between the mean scores of the pre-and post-tests of self- regulated learning scale for Blackboard, favoring the post-test. There is a statistically significant difference between the mean scores of the pre-and post-tests of educational satisfaction scale for Blackboard, favoring the post-test. There is a statistically significant difference between the mean scores of the pre-and post-tests of self-regulated learning scale for Edmodo, favoring the post-test. There is a statistically significant difference between the mean scores of the pre-and post-tests of educational satisfaction scale for Edmodo, favoring the post-test. There is no statistically significant difference between the mean scores of the experimental group (taught using Blackboard) and the second experimental group (taught using Edmodo) in the post-test of the scale of self-regulation skills. There is no statistically significant difference between the mean scores of the experimental group (taught using Blackboard) and the second experimental group (taught using Edmodo) in the post-test of the scale of educational satisfaction. The study recommended holding training courses for students and faculty members on using Blackboard LMS and Edmodo SLN.

Anahtar Kelimeler

Blackboard, Edmodo, educational satisfaction

Kaynakça

• Al-Sadhan, A. (2015). Attitudes of the students and faculty members at the College of Computer and Sciences, Imam Muhammad ibn Saud Islamic University towards using learning management system Blackboard and its relation to some variables. Journal of Educational Sciences, 2, 223-278. Al-Said, K. (2015). Students’ perceptions of Edmodo and mobile learning and their real barriers towards them. Turkish Online Journal of Educational Technology, 2(14), 167-180. Alsalloum, O & Radwan, M. (2013). A proposed model for creating interactive courses according to learning management system “Blackboard” at King Saud University, Saudi Arabia. Journal of Arab Gulf Mission, 95, 108-129. AlShaya, H. and AlHidari, Y. (2015). Effectiveness and satisfaction of an e-training program in the use of Blackboard for the faculty members at PNU. Journal of Educational and Psychological Sciences, 16(4), 371-407. Alzahrany, N. & Mejlad, E. (2018). Learning management system (Edmodo) for developing digital citizenship among the primary stage teachers in Mecca. Paper presented at the 18th Conference of Saudi Association for Education & Psychology “Post-Secondary Education: Identity and Development Requirements”. Available at https://gesten.ksu.edu.sa/ar/node/1521. American Library Association.(2011). Best websites for teaching and learning. Available at: http://www.ala. org/aasl/guidelinesandstandards/bestwebsitestep25%20#social Badawy, M. (2011). E-learning and learning management systems: Blackboard as a learning management system. Electronic Education Magazine, 38, 7-39. Bandura, A. (2002).Social cognitive theory in cultural context. Journal of Applied Psychology: An International Review, 51, 269-290. Bernacki, M., Byrnes, J. & Cromley, J. (2012). The effects of achievement goals and self-regulated learning behaviors on reading comprehension in technology-enhanced learning environments. Contemporary Educational Psychology, 37(2), 148-161. Beverley, E. (2012). Usi