Supporting Student Collaboration: Edmodo in the Classroom

Abstract

As the use of online social networking sites and other Web 2.0 technology increases, Computer Mediated Communication (CMC) is at an all-time high. Educators must recognize the potential for improving student engagement in the classroom using these technologies. This paper describes a study in which students participated in literature discussions using the asynchronous discussion platform found on Edmodo.com. Reciprocal teaching strategies were used and student initiative was encouraged, supporting the role of the teacher as a mediator or moderator, rather than the purveyor of knowledge. Student participation, student engagement, complexity of discussion and the effectiveness of Edmodo discussion boards as a tool are discussed. Research in social interdependence theory has proven that working cooperatively with peers promotes psychological health. Cooperative experiences have been proven to promote self-esteem when compared with individualistic and competitive experiences (Johnson, 2003). Johnson also describes the importance of providing students with guidelines and opportunities to develop interpersonal and small group skills. The effectiveness of cooperative learning depends upon the ability of group members to identify and solve problems. Tsay and Brady (2010) note that the very nature of cooperative learning is changing as social media outlets like Wikis and Facebook become widespread. A previous study concerning the use of a Computer Mediated Communication (CMC) platform indicates that collaborative work encourages knowledge construction, in which students modify the learning of their peers to both broaden and deepen learning (Marttunen & Laurinen, 2007). Marttunen and Laurinen also witnessed an increase in real-world connections when students collaborated with one another with the aid of a CMC platform. Another study hones in on the importance of collective responsibility in a group of students, rather than relying on a leader or teacher to assign group roles and questions (Zhang, Scardamalia, Reeve, & Messina, 2009). A CMC platform could facilitate communication between groups during knowledge-building sessions better than traditional models. Zhang et al. call for an increase in cross-group interaction that moves away from traditional group designs. Groenke and Paulus (2008) suggest that this type of collaboration among students is unusual in a traditional classroom discussion, due to teacher tendency to ask questions that promote a recall of information, rather than promote genuine student inquiry. They suggest that CMC allows a more student-centered approach that could disrupt traditional teacher-centered methods (Groenke & Paulus). MacArthur (2009) recognizes that Web 2.0 is a place where students can practice communication skills with authentic audiences, but reminds readers that there are privacy and security concerns raised when students use these technologies. Edmodo.com provides a training ground for safe internet behavior. The site has an appearance and navigation system that appears similar to Facebook, but instead of functioning with a recreational or social goal in mind, Edmodo promotes educational networking. Teachers can monitor the kinds of information that students post and provide useful feedback to support healthy student communication skills. By juxtaposing the informal nature of writing on the internet with formal assignments given by a teacher through an internet site, students learn to think critically about the purpose of their communication. As a result, students can practice important internet skills in a secure, adult-moderated environment. In addition to explicit educational goals set by this study, students also gained transferable experience through the Edmodo network, as it is similar to existing social networks. This is a necessary life skill in our contemporary technology-saturated lifestyle.