The Impact of Reflective Teaching Applications Supported by Edmodo on Prospective Teachers’ Self-Directed Learning Skills

Cigdem Hursen, Funda Gezer Fasli

Abstract


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

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Copyright (c) 2017 Cigdem Hursen, Funda Gezer Fasli


International Journal of Emerging Technologies in Learning. ISSN: 1863-0383
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