The Impact of Reflective Teaching Applications Supported by Edmodo on Prospective Teachers’ Self-Directed Learning Skills
Cigdem Hursen, Funda Gezer Fasli, Near East University
iJET Volume 12, Number 10, ISSN 1863-0383 Publisher: International Association of Online Engineering, Kassel, Germany
The purpose of this research is to determine the impact of reflective teaching applications supported by Edmodo on prospective teachers’ self-directed learning skills. Also, the views of prospective teachers’ regarding the use of Edmodo in education, which is a social learning platform, are determined. For the research, both qualitative and quantitative data were collected from 36 prospective teachers within the scope of the “Teaching Practice” course. A 12-week application has been conducted online with the support of Edmodo; however, classroom settings using face-to-face learning methods have also taken place. The results of the research reveal that the reflective teaching applications supported by Edmodo had an impact on the prospective teachers’ self-directed learning skills. Furthermore, the results indicate that the prospective teachers who participated in the research were extremely satisfied with the Edmodo applications. Keywords: Teacher education; self-directed learner; blended education; social learning platform; view
Hursen, C. & Gezer Fasli, F. (2017). The Impact of Reflective Teaching Applications Supported by Edmodo on Prospective Teachers’ Self-Directed Learning Skills. International Journal of Emerging Technologies in Learning (iJET), 12(10), 21-34. Kassel, Germany: International Association of Online Engineering.