Abstract
The purpose of this study was to reveal the attitudes and views of university students about the use of Edmodo as a cooperative learning environment. In the research process, the students were divided into groups of 4 or 5 within the scope of a course given in the department of Computer Education and Instructional Technology. For each group, Edmodo small groups were formed, and the students used these Edmodo small groups to share and communicate with their group friends in relation to the group tasks assigned to them within the scope of the study. This process lasted one academic term. As the data collection tool, an online cooperative learning attitude scale and a semi-structured interview form were used. At the end of the academic term, 15 students were interviewed about their cooperative learning experiences within the scope of the course as well as about how they made use of Edmodo in the process. The results demonstrated that the students had positive attitudes towards online cooperative learning. The findings obtained via the qualitative data analysis were examined under the headings of “social networks used”, “preferences of forming groups”, “communication within group” and “views about the courses executed via Edmodo”.
Highlights
The rapid changes in students’ expectations regarding effective learning and teaching (Durak & Ataizi, 2016; Paechter, Maier, & Macher, 2010) and the rapid spread of new technologies like social media (Arnold & Paulus, 2010; Ebner, Lienhardt, Rohs, & Meyer, 2010; Taylor, García-Peñalvo, Colomo-palacios, & Lytras, 2012) have all brought about the need for renovations in education
There are studies demonstrating that face-to-face cooperative learning environment is more effective than online cooperative learning environment, there are some other studies reporting that online cooperative learning environments can be used as successfully as face-to-face cooperative learning environments and that online cooperative learning environments contribute to students’ academic achievements (Durak, 2017; Erlandson, Nelson, & Savenye, 2010; Johnson & Johnson, 2004; Miller & Benz, 2008)
A total of 104 students responded to the attitude scale regarding online cooperative learning applications
Summary
The rapid changes in students’ expectations regarding effective learning and teaching (Durak & Ataizi, 2016; Paechter, Maier, & Macher, 2010) and the rapid spread of new technologies like social media (Arnold & Paulus, 2010; Ebner, Lienhardt, Rohs, & Meyer, 2010; Taylor, García-Peñalvo, Colomo-palacios, & Lytras, 2012) have all brought about the need for renovations in education. There are studies demonstrating that face-to-face cooperative learning environment is more effective than online cooperative learning environment, there are some other studies reporting that online cooperative learning environments can be used as successfully as face-to-face cooperative learning environments and that online cooperative learning environments contribute to students’ academic achievements (Durak, 2017; Erlandson, Nelson, & Savenye, 2010; Johnson & Johnson, 2004; Miller & Benz, 2008) In this respect, SLNs, which are systems based on their members’ sharings, naturally support cooperative learning and help students become social and active learners (Ajjan & Hartshorne, 2008; Ozdamli & Uzunboylu, 2008). The present study aimed to determine university students’ attitudes and views about use of Edmodo as a cooperative learning environment
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