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

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

doi:10.13189/ujer.2020.081131

Abstract

Using Learning Management System (LMS) is ubiquitous in higher education now, but sometimes teachers do not understand its barriers before implementing it. This research aims to explore the obstacles to using LMS-Edmodo on EFL speaking tasks based on the students' perceptions. It involved ten business college students from a private university in Yogyakarta, Indonesia, and employed a qualitative descriptive approach that applied several instruments such as observation, documentation, and interview. The data were collected by a screen capture tool to find the students' tasks on Edmodo that contained barriers indications and collaborated with an interview before they were transcribed and coded by using three stages of qualitative analysis, which were data reduction, data display, and conclusion drawing and verification. Based on the students' perceptions, the barriers to using Edmodo on EFL speaking tasks are requiring high speed of Internet connection, needing other supports for technologically backward students, lack of virtual teachers support and needing f2f meeting. Therefore, providing speaking tasks as long as paying attention to the students' characteristics can use LMS-Edmodo.

Highlights

In industrial Revolution 4.0, students encounter a world transformed by technology that creates new barriers and strain for formal education systems [1]
Internet, and social media are examples of technology development [2,3,4]. world-wide-web leads the use of Internet technology to support a teacher and students in applying the blended-learning method, which is the combination of technology utilisation with face-to-face (f2f) instruction [5]
The research was conducted at the University of PGRI Yogyakarta, which was located at sonosewu street no. 117, Yogyakarta, Indonesia

Summary

Introduction

In industrial Revolution 4.0, students encounter a world transformed by technology that creates new barriers and strain for formal education systems [1]. World-wide-web leads the use of Internet technology to support a teacher and students in applying the blended-learning method, which is the combination of technology utilisation with face-to-face (f2f) instruction [5]. LMS can be used by teachers to distribute courses and interact with students from afar [6]. LMS is designed to achieve the following objectives, which are enabling learning practises of all participants online and offline in the active environment, improving the involvement of students in the dynamic educational process, creating conditions for intense student-teacher interaction and improving teacher’s, and students’ digital skills [1]

Objectives

Methods

Results

Conclusion