STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

Authors

  • Dewi G.P.R English Language Education, Universitas Pendidikan Ganesha
  • Adnyani L.D.S. English Language Education, Universitas Pendidikan Ganesha
  • Piscayanti K.S. English Language Education, Universitas Pendidikan Ganesha

DOI:

https://doi.org/10.23887/ijll.v3i1.20597

Keywords:

asynchronous design, perception, Schoology

Abstract

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

References

Ardi, P. (2017). Promoting learner autonomy through schoology m-learning Platform in an EAP Class at an Indonesian university. Teaching English with Technology, 17(2), 55-76.

Beckett, G., Amaro-Jiménez, C., and Beckett, K. (2010). Students’ use of asynchronous discussions for academic discourse socialization, Distance Education, 31(3), 315-33.

Cerniglia, E. G. (2011). Modeling best practice through online learning: Building relationships. YC Young Children, 66(3), 54-56, 58-59.

Ellis, R.K. (2009). Field Guide to Learning Management Systems, ASTD Learning Circuits. Retrieved from http://www.astd.org/NR/rdonlyres/12ECDB99-3B91-403E-9B15 7E597444645D/23395/ LMS fieldguide_20091.pdf

Fedynich, L., Bradley, K.S., Bradley, J. (2015). Graduate students’ perception of online learning. Research in Higher Education Journal, 27.

Fayer, L. Dr. (2014). A multi-case study of student perceptions of online course design elements and success. International Journal for the Scholarship of Teaching and Learning, 8(1).

Hazari, A. (2014). Learning Curve: student perceptions have a huge impact on understanding. Retrieved from http://www.scmp.com/lifestyle/family-education/article/1407745/learning-curve-student-perceptions-have-huge-impact

Hrastinski, S. (2008). Asynchronous and synchronous e-learning. Educause Quarterly, 31(4). 51-55.

Istifci, I. (2017). Perceptions of Turkish EFL students on online language learning platforms and blended language learning. Journal of Education and Learning, 6(1), 113-121.

Johns, G. & Saks, A. M. (2011). Organizational Behaviour. Canada: Pearson.

Johnson, B. (2013). How do we know students are engaged? Edutopia. Retrieved from https://www.edutopia.org/blog/student-engagement-definition-ben-johnson

Joshua, J. W. N. (2015, October). The effectiveness of e-learning implementation using social learning network schoology on motivation and learning achievement in STMIK Primakara Bali. Paper presented at Seminar Nasional Pendidikan Teknik Informatika, Singaraja. Retrieved from https://www.researchgate.net/publication/282604948_The_Effectiveness_of_E-Learning_Implementation_using_Social_Learning_Network_Schoology_on_Motivation_Learning_Achievement_in_STMIK_Primakara_Bali

Juniarti, R. D. (2014). Pengembangan media mobile learning dengan aplikasi schoology pada pembelajaran geografi materi hidrosfer kelas x SMA negeri 1 karanganyar. Retrieved from http://jurnal.fkip.uns.ac.id/index.php/geografi/article/view/4368/3157

Koyan, I. W. (2012). Statistik pendidikan teknik analisis data kuantitatif. Singaraja: Undiksha Press.

Krasnova, T., Ananjeva, A. (2015). Students’ perception of learning in the online discussion environment. Mediterranean Journal of Social Sciences, 6. 202-207.

Krause, J., Portolese, L., & Bonner, J. (2017). Student perceptions of the use of multimedia for online course communication. Online Learning, 21(3), 36-49.

Lindsay, P., & Norman, D. A. (1977). Human information processing: An introduction to psychology. Harcourt Brace Jovanovich, Inc.

Mellard, D. D. (2006). Feasibility of explicit instruction in adult basic education: Instructor-learner interaction patterns. Adult Basic Education, 16, 21–37.

Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis. Thousand Oaks: Sage.

Parsad, B., & Lewis, L. (2008). Distance education at degree-granting postsecondary institutions: 2006–07. Washington, DC: National Center for Education Statistics, Institute of Education Sciences.

Perdanawati, H. (2010). Studi Komparasi antara Persepsi Siswa Tentang Kualitas Pembelajaran IPS dan Intensitas Penggunaan Sumber Belajar dengan Prestasi Belajar IPS Siswa KElas VIII di SMP Negeri 2 Surakarta tahun Pelajaran 2009/2010 (Doctoral dissertation, UNS).

Rose, R., & Smith, A. (2007). Chapter 9 Online discussions. In C. Cavanaugh & R.Blomeyer (Eds.), What works in k-12 online learning (pp. 143-160). Washington, D.C.: International Society for Technology in Education.

Rubio, A.N.V. (2016). Attitude of Catanduanes state university students towards online-integrated teaching in literature using schoology. The Countryside Development Research Journal, 4(1)

Su, B., Bonk, C.J., Magjuka, R.J., Liu, X & Lee, S.H. (2005). The importance of interaction in web-based education: a program-level case study of online MBA courses. Journal of Interactive Online Learning, 4(1), 1—19.

Wang, Y. (2007). On the cognitive processes of human perception with emotions, motivation, and attitude. International Journal of Cognitive Informatics and Natural Intellegence, 1. 1-13

Downloads

Published

2019-09-04

How to Cite

G.P.R, D., L.D.S., A., & K.S., P. (2019). STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION. International Journal of Language and Literature, 3(1), 1–9. https://doi.org/10.23887/ijll.v3i1.20597

Issue

Section

Articles