Barriers to Using LMS-Edmodo on Speaking Tasks: Students' Perception

Irawan, Rifki; Endahati, Nafisah; Nurizka, Rian; Rianto,; Kurniawan, Drajat Edi

doi:10.13189/ujer.2020.081131

Cited by 4 publications

(3 citation statements)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In general, the biggest obstacles to the implementation of Edmodo in learning are the need for high-speed internet access, the need for special assistance for students who have technological backwardness, and the limited number of virtual teachers who really provide maximum guidance, meetings and feedback services (Irawan et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Collaborative Edmodo in writing: A conceivable course of fusion

Anwar

2021

CJES

View full text Add to dashboard Cite

A problem that still persists in Collaborative Writing is the lack of use of relevant technology to counter lessened interaction and learning participations in developing writing skills effectively. To offset these difficulties, this study examines the use of Edmodo on students' collaborative writing. This study used a quasi-experimental study of 56 students, grade 10, Gresik, Indonesia, with two assigned classes of experimental and the control group, each containing of 28 students. The results of this study reveal that there is a significant influence of Edmodo on Collaborative writing, evidenced by the results of sig. (2-tailed) is 0,000 (lower than 0.05). Edmodo has proven to be a dependable means when merged with a Collaborative Writing strategy, and has also been attested to reassure student participation and interaction. Suggestions and further research basis are also presented, especially to innovative scholars as treasured opportunities for accompanying enquiry to pay more courtesy to the progress of Collaborative Writing which is increasingly unlocked to always re-join hearty users’ wants. Key Words : Collaborative, Writing, Edmodo,Technology, Course of Fusion

show abstract

Section: Discussionmentioning

confidence: 99%

Collaborative Edmodo in writing: A conceivable course of fusion

Anwar

2021

CJES

View full text Add to dashboard Cite

show abstract

“…These results indicate that LMS use, especially in the assessment features, is still not optimal. The assessment/exam feature in the LMS is not quite popular for several reasons; the learning system in the LMS needs to be integrated, which cannot use only one feature (Irawan, 2020;Mansah ARH, 2021;Ramadhani et al, 2019). Another factor is the tendency of LMS to require independent servers placed in each school (Sakova & Chevereva, 2020;Ukhov et al, 2021).…”

Section: Perceptions Of Teachers Who Use the G-formmentioning

confidence: 99%

Learning Reflection During Covid-19 Pandemic: Teacher Perception Toward Google Form Based Test

Zakwandi¹,

Wulansari²,

Maula³

et al. 2022

J. educ. Teach. Zone

View full text Add to dashboard Cite

This study aims to analyze the usability of Google Form as an online learning assessment tool. This study uses a quantitative approach through survey methods. Respondents in this study were teachers from various levels of education ranging from elementary to high school levels and from various subjects. The respondents' answers were collected by using a Google Form questionnaire. The analysis results show that using Google Forms is the most straightforward alternative for conducting online assessments. Assessment through Google Form has the principle of being an open system, so it takes the ability to use it. The novelty in this study is to determine the proficiency of Google Forms as an assessment tool during the COVID-19 pandemic and teacher perceptions of the assessment principles using Google Forms. Using Google Forms as an assessment tool during the Pandemic requires additional teachers' competencies for designing a better assessment process. Thus, the comparison of the assessment principle with the assessment process using Google Form to conduct a Pedagogical Review can be considered in designing an assessment using Google Form.

show abstract

“…only that, on my part, it should have been more helpful and enjoyable if not with my net connection problems in my location". The study emphasized the need for a high-speed internet connection (Irawan et al, 2020). Connectivity issues are considered a major challenge, with some respondents who responded experiencing difficulties due to variable internet connections (İnel-Ekici, 2017).…”

mentioning

confidence: 99%

Enhancing Students' Performance in Biology through Blended Learning with Collaborative Tools and Interactive Online Activities

Bandarlipe

2024

INT J INSTRUCTION

View full text Add to dashboard Cite

The study focused on the assessment of the technological pedagogical and content knowledge (TPACK) of graduate students enrolled in the Master of Arts in Science Education (MASE) program and tested the effectiveness of a blended learning approach using online collaborative tools, a learning management system, and interactive resources in Biology. The specific objectives of the study included describing the profile of MASE students in terms of computer and internet resources and skills, measuring their confidence levels in the four TPACK constructs, finding significant differences in pretest and posttest scores, and obtaining student feedback on the use of Edmodo as a Learning Management System. The study employed a one-shot pretest-posttest experimental design using a combination of online resources and face-to-face interactions. Based on the results, there was an increase in the median values before and after the intervention, as shown by the difference between the pre-median and post-median. Pre-implementation, the TPACK confidence level of the students was rated fairly confident (FC), but it increased after to completely confident (CC). This suggests that the students' TPACK confidence level improved positively using the BL approach. Likewise, the t-stat value of 10.68 indicates a significant difference between the pretest and posttest scores after implementing the blended learning approach. This suggests that the blended learning approach had a positive and noteworthy impact on the student's performance, as seen in the improved test scores. The study's results highlighted the benefits of Edmodo as well as the use of interactive online activities in their performance and TPACK as reported by the students.

show abstract

Barriers to Using LMS-Edmodo on Speaking Tasks: Students' Perception

Cited by 4 publications

References 29 publications

Collaborative Edmodo in writing: A conceivable course of fusion

Collaborative Edmodo in writing: A conceivable course of fusion

Learning Reflection During Covid-19 Pandemic: Teacher Perception Toward Google Form Based Test

Enhancing Students' Performance in Biology through Blended Learning with Collaborative Tools and Interactive Online Activities

Contact Info

Product

Resources

About