T1 112012019 Full text
STUDENTS’ PERCEPTION OF USING SCHOOLOGY IN AN
ARGUMENTATIVE WRITING CLASS
The thesis is submitted in partial fulfillment of
The requirements for the degree of
Sarjana Pendidikan.
Vania Wibowo
112012019
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2016
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Students’ Perception of Using Schoology in Argumentative Writing Class
Vania Wibowo
Abstract
Technology has been used as the medium of teaching and learning. A previous
study from Sumakul (2013) found that social networking website brought positive
effect in language learning. Based on the previous study, this study used Schoology as
the subject of the research. According to Biswas (2013) Schoology is an online platform
that provides a new style for the teachers to deliver material and facilitate learning.
Furthermore, it can be inferred that it provides a new way of learning for the students
to engage and intensify their own learning. Therefore, this study is aimed at finding out
the students’ perceptions of using Schoology in an argumentative writing class. Dörnyei
(2001) argues that perception has a big role in determining success or failure in any
learning situation. In other words, the study wanted to evaluate the use of schoology as
the medium of learning in an argumentative writing class. Argumentative writing class
was chosen due to its high and active users of schoology. The data were gathered
through face to face and online interview with 10 participants from 2014’s batch. In the
interview, the protocol was taken from Song et al. (2004).The findings showed the
significance of using Schoology in Argumentative Writing class.
Keywords: perception, perception of technology in the language classroom, Schoology,
external factor, website.
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Introduction
Students’ perception plays an important role in the language teaching and
learning. To create an effective communication and relationship between a teacher and
students, a teacher needs to know the students’ concern. Entwistle (1991) believes that
what students expect and as the people who experience the learning process have an
important additional value in understanding students’ learning and improving the
quality of higher education. Perception creates less miscommunication and positive
learning environment, and it helps both of the teacher and students in their learning
process.
As time goes by, a classroom method has started to change. A traditional
classroom where students and teachers interact face to face in a scheduled time has been
deemed insufficient for some lecturers. This statement is supported by a study among
freshmen of the biology degree at Pompeu Fabra University, Barcelona. The study
shows that the blended learning group was 87.9% higher than non-blended learning
group 71.4%; P = 0.02). Therefore, as Roberta (2014) said, blended learning is the ideal
solution all-around as it appeals to all learning styles, circumstances, needs and
demands. From the statement above, it is proven that there are big possibilities of both
needs and demands which cannot be fulfilled only by interacting face to face in the
classroom. Fortunately, with the rapid use of web-based technology in every education
institute, the educators get more opportunities to investigate the most suitable learning
environment for their students. Therefore, E-learning is a method to publish a course in
a longer period of time compared to traditional classroom environment. Not only that,
E-learning also reaches more number of learners and ensures learning environment
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which has independent time and place (Dziuban, Hartman and Moskal, 2004;
Osguthorpe and Graham, 2003) particularly for adult learners. In the evolving, flexiblelearning tertiary environment, viable and effective computer mediated communication
(CMC) alternatives to face-to-face teaching need to be explored.
In the English Department of Satya Wacana Christian University (SWCU),
more and more lecturers start to use Schoology to keep in touch with their students. It
is also similar with the other writing classes. The lectures tend to use it as the medium
to share information or to upload an assignment. However, although the teachers are
using Schoology as the platform to keep in touch with their students, the perception
from the students itself is not yet well understood. Therefore, this study aimed to
examine the English as Foreigner learners’ (EFL) perceptions in using Schoology in an
argumentative writing class. This argumentative writing class has high frequency to use
schoology as the medium of teaching and learning. Furthermore, this the class has the
most active users both of the teacher and the students. The study is conducted in
argumentative class because this class has participant who were coming from 2014’s
batch. In other words, the study wanted to know the students’ opinion to EFL learners
when communicating or interacting via Schoology. This study aimed at providing a
better understanding of the students’ perceptions of quality and standards, leading to
the possibility of more effective relationships between the teachers and students.
Furthermore, the result of this study is will be useful for pedagogical implication to
language learning.
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Literature Review
This part reviews the definition of perception, types of perception, and
perceptions of technology in the language classroom.
Definition of perception
Perception is another major focus to create an effective communication and
relationship between the teachers and students. The way we look at situation around us
reflect the way we view the world and influence the conclusions and decisions we make.
Dörnyei (2001) argues that perception has a big role in determining success or failure
in any learning situation. Consequently, perception is considered as a crucial factor in
teaching and learning process. Additionally, Lee (2008) warns the teachers not to ignore
the students’ perception, because they may experience the stagnant situation by using
counterproductive strategies. Therefore, if the students have the attitudes and
perceptions about something on their mind, it means that they have mental situation to
create a conducive environment to learn. As a result, to define the perception can be
considered difficult. Even though it seems to be easy and simple in meaning, it has
different meaning for each person. Due to that reason, it is difficult to provide one fixed
definition of perception.
A simple definition is stated by John and Gifford (1985) who pointed out that
perceptions affect our emotions and behaviors. In addition, perceptions help to shape
and skew our beliefs of the existing situation. Due to that statement, perception is
linked with our senses or our emotions that come naturally and influence our opinion
about something. The term ‘perceive’ in language learning itself is the identification by
means of senses that support the students in the learning process. We can learn that
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perceive comes from the learners’ innate feeling toward the learning environment.
More importantly, the students have various personal perception or interpretation of
information which they expose to. In other words, perception is the feeling or opinion
of individuals about something.
Types of perception. In teaching and learning situation, there are lots of factors
which influence the activity. In this study, in order to create an effective learning,
perception is chosen to be discussed as stated above. However, it is not enough to only
understand the definition. Therefore, the researcher dug deeper and found what
constitutes the word of perception. To clarify more, the terms is divided into two types.
The types are discussed below under Marzano’s theory.
First type of perception, as Marzano (1992) says, is attitudes and perceptions
about the learning climate. Climate means it is related to the external factor from the
learners. According to Mazarno, the external factor is within the area of quality and
quantity of the resource available, the classroom environment and so on. In other words,
it is about the students’ feeling or opinion about the quality and quantity of the resource
given by the teachers. As the result, it will be reflected on how effective the external
factors may influence the lesson. He also adds that in the recent years, psychologists
have seen the classroom climate more into the function of the attitudes and perceptions
of the learners than of external factor to the learners.
Secondly, Marzano also revealed another type which is positive Attitudes and
Perceptions about Classroom Tasks. On the other words, it is related to the value that
comes inside the task. According to Schunk (1990) the learners are most motivated
when they believe the tasks they get in are relevant to their personal goals. Shortly, it
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is talking about the students’ perception of the importance of the classroom tasks.
Therefore, this research shows that the teachers definitely need to know what the
students’ goal are, in order to be successful in classroom tasks.
Perceptions of Technology in the Language Classroom. Many researchers
discussed the use of technology in language classroom. One of the study came from
Moseley (2010) found the positive impact on giving support for the students’ learning
processes and outcomes. Additionally, Baker's (2007) study showed that there was a
positive relationship between a technology-rich environment and an academic
achievement, especially when students had the requisite skills to take advantage of the
technology. As mentioned above, technology can bring positive effects and give
advantages to the students in learning English.
One of the online platforms for the students and the teachers to communicate is
through Schoology. Shampa Biswas (2013) states that Schoology is an online learning,
classroom management, and social networking platform that attempts to improve
learning through better communication and collaboration. In short, it is an application
used for assisting the teaching and learning condition. Pomeroy (2011) states that “With
Schoology, the students and the teachers can develop deeper into content faster and
easier than they could have before.” Thus, this study is trying to prove whether the
statement is correct or not. Based on what Lee (2008) has mentioned before, therefore
it will be appropriate to conduct a research for the students’ perception about the use of
technology in the classroom. It is necessary to evaluate the integration of Schoology in
the teaching and learning situation. Then, it would show whether the strategies are
successful or not.
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Dealing with the Net Generation, there were several studies looking at student
perceptions of technology. One example is the study by Levin and Hansen (2008) on
Technology Acceptance Model (TAM). TAM is a theoretical model that is often
applied to the use of technology by both the students and the instructors. In other words,
the TAM is a theoretical model that provides a template for understanding the use of
new technologies. A study from Levin and Hansen (2008) in the higher education used
this by comparing perceptions of usefulness to actual technology use. They used TAM
as the measurement of learning outcomes to demonstrate a secondary link between
perception of technology and the successful completion of learning outcomes in courses
using technology. The researchers asked students to rate their perceptions of the
usefulness of technology using a survey instrument containing 5-point Likert scales.
These scores were analyzed in the context of student achievement of learning outcomes
to determine if there was a relationship between the students’ perception of technology
and students’ success. Their conclusion stated that technology did have an effect on
their success. Alternately stated, technologies that were perceived to be useful were
indeed useful to the students in this study, and some technologies were found to be
more useful than others. From there, they believed that technology was useful for their
learning and helped them to accomplish more. Thus, this could be another interesting
topic to discuss.
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The Study
The following sections discuss the research questions, context of the study,
participants, instrument of data collection, data collection procedure and data analysis.
Research Question
What is the students’ perception about the use of Schoology in an
argumentative writing class?
Context
The research was a descriptive study. This study took place in English
Department at SWCU, Salatiga, Central Java, Indonesia. It explored on the perception
of students of the use of Schoology in an argumentative writing class. Schoology is
used to support and facilitate teaching and learning process. On the other hand,
argumentative writing class was chosen due to its high frequency and active users. The
lecturer created a special access code for the students to be a member. Then, the lecturer
made use of Schoology to upload syllabus, announcements, materials or exercises for
the students so that they can keep in touch. The students were taught to use Schoology
as a medium to submit or upload their assignments wherever and whenever they wish.
Not only that, but also the lecturer would allow the students to download the materials
and students’ guideline to do a project. Although this course employ Schoology, the
students were still required to attend regular class or face to face class.
Participants
The participants of the study were undergraduate students of the English
Department at Satya Wacana Christian University. The participants were consisted of
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10 students from 2014 batch who were taking argumentative writing class last semester.
They received many kinds of assignment through Schoology. Moreover, they were ED
students who had experience of using Schoology at least in one full semester, so they
have known the usage of Schoology at least in a complete set.
Instruments of data collection
To explore the perceptions of the students when using Schoology in the
argumentative writing class, the researcher collected the data using semi-structured
interview. According to Bernard (2011) says semi-structured interview is best used
when you will not get more than one chance to interview someone and when you will
be sending several interviewers out into the field to collect data. Additionally, Mack,
N. et.al (2005) says that a semi structure approach to interview represents a compromise
between standardization and flexibility. The students or participants from
argumentative writing class were chosen based on the sampling theory. It was a
convenience sampling. Based on Dornyei (2007) is the convenience of the researcher.
In short, the interview is conducted in informal situation and based on the researcher’s
time flexibility. The interview questions were adapted from Song et al. (2004).
Data collection procedure
The data collection was carried out within one week. There were 5 participants
which became the voice representative of argumentative writing class that implemented
Schoology. Continuously, each participants were interviewed either face to face or
online with prepared questions. In order to maximize the time for data collection, they
answered those questions honestly and recorded via Line (online social media
application), smartphone’s voice recorder, or email. Then, the data was classified and
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analyzed. Pseudonym was adopted in the discussion to present the data. The body of
the texts were reviewed to identify important features and its patterns. As Bogdan and
Biklen (1982) mentioned, qualitative data analysis is working, organizing the data,
breaking into manageable units, synthesizing, searching for patterns, discovering what
is important and decide what you will tell to others. Also, each of the interview lasted
5 to 15 minutes, and some of the participants gave their permission to be audio recorded.
Data analysis procedure
After completing the stage of data collection, first the data was transcribed.
Second, using the qualitative data analysis consisted to make use of coding the
interview transcripts. Then, the data was grouped accordingly. According to Kaplan
and Maxwell (2005), coding is a strategy to manage your data with the ‘tentative’
themes which is developing before or at the moment of processing the data analysis.
The results would also be discussed to find the pedagogical implication to language
learning.
Discussion
This section presents the analysis and the interpretation of the data collection.
From the interview, it was found that the students’ perception could be categorized into
three big themes, namely students’ perceptions on web design, interaction, and easy
access. There is also a discussion on negative perceptions. The analysis focuses deeper
on the students’ perception about the weaknesses and strengths when they were using
Schoology. All of the responses and discussion will be followed by the interpretation
of the result.
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Web design
Web design has become an important aspect for the students. Of all websites,
some are specifically designed for educational purposes and become a great tool for the
teachers. According to Powell (2000), web design is a multidisciplinary which seeks to
the planning and production, but not limited to technical development, information
structure, visual design, and networked delivery. In other words, it depicts that web
design is linked with producing features or how the website is delivering the
information sophisticatedly. Therefore, it is very clear that a website has to look good
and useful.
In general, most of the participants had positive perceptions toward the design
of Schoology. Those positive perceptions were mostly caused by the fact from the
students’ experience before in using other websites beside Schoology for example
Flearn, Edmodo, and Facebook. The researcher found that most of them said that the
appearance is well designed and has a professional looking. For example, Participant 4
said,
I think the design is so simple. The colors’ choice is just right blue, white,
black, and red for notifications, especially for them who like simplicity. And
my favorite part of the web is the front page (the page before we log in). They
display nice pictures. Prefer to use Schoology more, because the website
design is good, not too much and not too simple, and also on the left of the
website we can click for further information about the course, like grade,
weeks etc.
Based on what Participant 4 has said, the right color combination of website or
any attractive features will make the students attracted to get in touch with it. It can be
concluded that website design which is visually appealing will increase students’
engagement. An increase in engagement will encourage the students to spend more time
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on the website to view and process more information about the lesson material or work
to do.
In addition, the students do not only admire the visual appearance, but also the
features. As for example, Participant 1 mentioned,
“We can send a file, picture, a voice recording and many more.”
Based on the response, it can be concluded that Schoology is designed specifically for
educational purposes. In other words, Schoology is the correct medium to assist
teaching and learning time.
Another research in the United States conducted by Glenn (2008), one of the
employee in a well-known magazine, The Economist, also reported that “Sophisticated
learning-management systems among other innovations that respondents say are likely
to have a profound effect on the academic experience”. (p.4). This is in line with
Marzano (1992) types of students’ perception on academic area, mentioning that “there
is external factor which by means here is the quality and quantity resources given from
the University through the usage of Schoology.” In this case, the presence of the quality
in Schoology especially in the web design makes the students become more attracted
to the teaching and learning situation. In short, the students were sophisticated with
Schoology’s features like the template, theme and ease to send file in different format.
Therefore, the external factor in Schoology’s site that provide ease of use, structured,
detailed and organize look sophisticate all of the users.
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Interaction
Interaction between the students and the teacher takes an integral part of
teaching and learning situation. The term defined by Biddle (1967) is an action reaction which influences between individual (e.g. pupil - pupil, or teacher - target) or
between an individual and a group (e.g. teacher - audience) or between materials and
individuals. Additionally, Jones and Jones (1981) indicates that “academic achievement
and student behavior are influenced by the quality of the teacher and student
relationship. (p.95).” Fortunately, in the fast growing technology era right now cause
no limitation for making relationship. In the modern classroom, it involves both face to
face interaction and online interaction. Therefore, as Jones and Jones have mentioned
above, the quality of teacher and students’ relationship is ensured to get stronger.
Another research from Najjar (1996) found that “learning was higher when information
was presented via computer-based multimedia systems than traditional classroom
lectures.” In fact, numerous studies have found that mutual action between the learners,
the learning system and the learning material has a strong positive effect on learning.
As an example, Bosco (1986) reviewed 75 learning studies and found that learners learn
faster, and have better attitudes toward learning when using interactive multimedia.
Therefore, the communication between the students and the teacher serves as a
connection between the two, which will provide better atmosphere for a classroom
environment.
Under this interaction theme, most of the participants have a very great response
toward the use of Schoology as the medium of integral interaction. For example,
Participant 4 said that
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“It’s more fun because we can share our thoughts directly on the home page”.
It means that this interaction features would help all of the students become up to date
with any new information. They could share any information including questions and
answers which could be read by all of the participant. To paraphrase the response of
Participant 4, it can be said that by using Schoology, the process of teaching and
learning in the classroom is getting centralized than not using it at all. In other words,
Schoology helps to strengthen the communication between the teacher and the students.
It is simply because the teacher can inform, approach and give responses to the whole
students which is not only be restricted to the classroom.
Another example came from the Participant 10,
“…if the students want to ask or inform something, they can just post
a comment on the Schoology and the whole group can see it.”
It will result an immediate feedback from the teacher whenever they wish for the
students. In other words, by having this features all of the students will not miss any
information, for example questions, project, due dates, time consultation, permission or
even general discussion and many more. Thus, Schoology provides the equal portion
of interaction for the students and the teacher.
Easy Access
Schoology is an online tool for teaching and learning. As Shampa Biswas (2013)
said “it is an online learning, social networking platform that attempts to improve
learning…” In other words, online learning is linked with internet. Consequently, the
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ease of accessibility is considered as an important aspect for the students and the
teacher.
Easy to access is claimed as urgent matter for both the teacher and the students.
A study from Valdes (1998) stated that accessibility means flexible for each user’s
needs and preferences. According to his statement, accessibility can be viewed as the
ability to access. Also, having access to every medium like for example through
smartphone, tablet and personal computer. By having the flexibility to access from
every medium, the information that the teacher or the students want to pass on is faster
than before. This is could become one of the advantages of using Schoology.
Accessibility is one feature observed in this study. For instance, Participant 6
explained that,
“Reachable, especially those who have smartphone….”
Based on participant 6, Schoology has become closer and easier to check in
everywhere and every time the students wish. The fact that Schoology is available on
android means that it is already openly network. Not only that but also, Participant 7
argued that,
“if the teacher do not come to the class, the student can access the
material through Schoology.”
In that case, Schoology was not only an open network but it helps clear up what is
missing. Based on the response from Participant 7 above, it can be concluded that
Schoology could replace inefficiency of time to become more efficient for the teachers
to make up for the missing materials or meetings. As a result, the students would not
miss a thing. In other words, with Schoology students could do independent learning or
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self-learning everywhere and every time they wish. Therefore, Schoology helped build
connection through the ease of access.
Negative Perception
Despite the positive perceptions discussed above, although minor, there is one
negative comment from the participants. The problem was not about Schoology,
however this considered as an external factor of schoology. During the data collection,
the researcher found that most of the students have a problem with internet connection.
Participant number 9 found out that,
“It is about the internet connection, it’s really difficult to open. I
usually use Wi-Fi campus”.
Some other participants also has mentioned by this problem several times. An
example was from Participant number 10,
“Here (in F building), the internet connection is troublesome”
It is all merely about internet connection. According to the participants, to access
Schoology requires smooth internet connection. As a result, the importance of having
fast internet connection is needed. The bigger the bandwidth, the faster the data can be
transferred. Considering this matter, the faculty should compare the speed of current
internet service provider to the others. Having a slow internet connection could cause
failure to access the website or the application, update information, upload material and
submit project. Thus, this will harm the performance of Schoology for the students.
Surprisingly, the participants were still grateful to have the opportunities
learning by using Schoology. Based on the interview, all of the participants said that
they were really grateful with Schoology.” In other words, the fact that Schoology
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offers various features for the teacher and the students makes it professional education
software. Therefore, Schoology provides efficient tools and resources for teachers to
optimize instruction.
Discussion
The purpose of this research is to investigate the perceptions of the students who
were using Schoology as online learning medium for argumentative writing class.
Additionally, other sources highlighted the need for study in this area. Li (2007) argued
that listening to the voices of the students on the topic of the usefulness of technology
is an important component to serving their needs in the learning environment. This was
also to evaluate whether Schoology is a helpful educational online system for the
students during teaching and learning activity or not. The findings from this study
indicates that Schoology could be an appropriate addition to teaching tools, providing
an integration of technology that is well received for both of the teacher and the
students.
As mentioned in the literature review about 2 types of perception in teaching
and learning by Marzano (1992), in this research, the researcher is going to use only the
first type which is attitudes and perception about the learning climate. It due to the fact
from the participants’ responses about their perception in using Schoology. The result
from the data collection, most of the students are influenced by the quality and quantity.
Like in the findings, the participants were attracted only about the web design, the
feature of interaction and ease of access. This finding is also supported by previous
research conducted by Candra and Fisher (2009) which showed that students were
highly affected by their web based learning environment. This was an example of
learning climate which exists from the external factor. Since the teacher introduced
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Getsmart as a model for teaching in a blended environment, the students gained
significant increase. Based on their research Getsmart here is the medium which is
considered as the external factor which increases the learners’ performance.
Furthermore, this study also found that most of the previous studies which
discussed about perception in technology in the literature review above are similar with
the findings. Considering the result, technology did have an effect in teaching and
learning situation. It engaged the students to be attracted to learn. Other supportive
researchers are Levin and Hansen (2008) which studied about students’ perceptions of
the usefulness of technology also found that technology did have an effect on their
learning. Thus, the use of technology also takes a part to facilitate teaching and learning.
It is undeniable that in the modern era right now technology is a good friend of ours.
At the 2014 CODiE awards, known as the “Oscars” for education technology,
Schoology took home three awards including the top honor of Best Education Solution
(Schoology Wins Top Award for Best Overall Education Technology Product at SIIA
CODiEs, 2016). This showed that Schoology is worthy to be used as an online medium
for educational purposes. A study by Ophus and Abbitt (2009) reported comparable
data of the students who were supportive of using a social networking system in their
higher education courses. Based on the study, it represented positive atmosphere which
delivered from the students who were excited about it. In addition, the researcher of this
study has found that the participants appeared to be receptive to Schoology for
educational purposes. The students in this study anticipated learning benefits by
increased awareness of sharing information about assignment, as well as notifications
of course related information.
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Moreover, the fact that most of the participants who have used Schoology for
more than one semester give delighted responses with the presence of Schoology is
another positive evidence. They were very impressed with the website design. It offers
professional looks and features that could really support teaching and learning process.
From the study it was found that appearance influences the way the students perceive
the use of the website. It does increased attractiveness for the students to study and be
engaged. Furthermore, the students could enjoy the feature that serves interaction or
back to back communication which able to be seen to all of the group. Therefore, they
will not miss a single information and also it will maximize time consuming in a course.
Moreover, the teacher can put some information through Schoology as the make-up
class. As the result, the students could keep up with the meeting right away. As an
educational application, Schoology has been built to meet the requirement that an
educational institution would need. For this reasons, it is an appropriate assistance to
be integrated in a course.
Acceptance of incorporating Schoology into university courses was highlighted
by the fact that technology brings positive atmosphere to students as well as for assisting
and engaging the students during teaching and learning situation. In this study, the
majority of the students engages with the course in Schoology at some stage throughout
one semester. However, a mixed response was received from students regarding the
internet connection. Most of the students indicated that internet connection influences
the productivity of this application. This may happen due to the use of Schoology
requires smooth internet connection. Many students also commented that they had
trouble to access the page because of the campus’s Wi-Fi. It may also be a reflection
for the faculty when they integrates this program into their learning or teaching system.
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Changing the way of traditional classroom to become modern classroom become a
well-known requirement now. It blends face to face and online activity as a course
learning tool which can facilitate greater student engagement. Furthermore, the
university will gain appreciation from the students for its integration into university
education. The need to have smooth internet connection is considered to be crucial by
the students so that it is beneficial rather than counter-productive.
Despite the mixed response regarding the internet connection, the majority of
students recommended the use of Schoology for their future courses. While Schoology
may not aid students’ learning specifically, it lends itself to the provision of productive
pedagogy. According to Ferdig (2007), one of the critical components to instructive
strategies is active student participation, with collaboration and co-operation to
successful learning. A research conducted by Denning and Smith (1997) stated that
there is some evidence suggesting technology can support these interactions, and
Schoology is a popular platform by which this can be conveyed. A high rate of student
engagement with the course in Schoology in this study proves an increased in
collaboration and cooperation in learning environment. Furthermore, integrating
Schoology into courses could give further benefits through enhanced ‘student to
student’ and ‘student to instructor’ communication, which in turn can give back to
greater learning outcomes.
The educators from the university can get the benefit from recognizing the
inherent value in blending the best of traditional learning experiences with those
enhanced by implementing technologies for instance like Schoology. Using this
technology allows content to be more accessible and flexible for students to access
everywhere and every time they wish. As a result it will enhance the quality of student
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learning. According to Ferdig (2007), it is important for educators to employ the latest
technology and discover ways to make use of student engagement for activities that is
related to pedagogical philosophies and learning goals. Schoology is one platform that
may assist educators in promoting student attractiveness to learn and be engaged with
it.
The current study evaluated students’ perceptions of using a designated
Schoology as a learning resource in university courses. The approach used in this study
will be continued in future offerings of these or another courses which implement
Schoology as their online platform tools. Furthermore, it will allow additional research
and evaluation to be conducted. Future research should use methods that assess the
ability of Schoology in the development of competencies and learning outcomes during
teaching and learning activity. In addition, a comparison between traditional learning
management systems and equivalent Schoology functions should be conducted in order
to determine the most efficient and convenient online media for student’s engagement
and learning.
Conclusion
This study aimed at finding out if Schoology is an effective online platform
based on the students’ perception. The research question for this study was: "What are
the students’ perception toward the use of Schoology in argumentative writing class?"
The data were gathered through interview with 10 participants from 2014’s batch.
From the study, the researcher found that Schoology can be an effective way as
a medium for teaching and learning. The result of interview showed that the website
design provides professional looks and beneficial features. Furthermore, Schoology
enables back to back online interaction between teacher and students. As a result, the
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students will not miss a single information. By having Schoology, teaching and learning
time become more flexible and more effective as to replace makeup class. Mostly, the
result of their perceptions showed satisfaction feeling of using Schoology as the
platform for teaching and learning. Although, it was not really significant, but the
researcher found that the speed of the internet connection causes slow loading to access
Schoology in campus. In other words, there is one negativity given by the students’
perception that slightly impact the way they use Schoology. Based on the negativity, it
can be concluded that students need fast internet connection in campus. Despite that
negativity, the students still feel that Schoology is really worth to be implemented in all
course.
During the study, the limitation of the study came from two factors. The
researcher found it difficult to find interview questions. Most of the journal that the
researcher found is actually showing the result with no interview questions to be taken
as an example. The second factor is the theory. As this study is really different from
what the lecturers have taught before, it requires some times to be familiar with new
terms, finding the right terms to be used in the literature review. Also the need to read
a lot of theory regarding to this topic does need self-awareness to keep up with the topic.
For the future study, the researcher hopes that it can be conducted with more
various setting, so that the result will be richer. Not only that, but also in order to extend
the scope of this topic, the researcher proposes a research on teachers’ perceptions
toward the use of Schoology in argumentative writing class. The result of the findings
may affect the teaching and learning process in the context of this study. Therefore, in
the future, teachers or the faculty or the university should consider to implement
Schoology to be used as the medium of teaching and learning activities.
27
Acknowledgement
I would like to express my gratitude to God the Almighty Father because
without His blessings, I will never complete this thesis well. Secondly, for my thesis
supervisor, father Dian Toar Y. G. Sumakul, M. A. and Mr. Yustinus Calvin Gai Mali,
M.Hum as examiner, a sincere thank you for the guidance and advice in completing my
thesis. I believe that every comment, suggestions and critics are all made for better
understanding and improvement. I am so glad that they are my thesis guidance.
Furthermore, this thesis would not have been completed without the support
from my parents, seniors and the participants. My mom and grandma, thank you for the
prayers and encouragement during my study. Not only that but also a special thanks to
Gregorius Sebastian and Chintya Irawati for the support, advice and suggestions during
my thesis. For 2014’ers in Ms. Yustina’s Argumentative Writing class, thank you for
your understanding and cooperation. I deeply appreciate everything.
28
References
Baker, B. (2007). Technology and the community college student. (Doctoral
dissertation).
Bernard, H. R. (2011). Research methods in anthropology: Qualitative and quantitative
approaches. Rowman Altamira.
Biddle, B. J. (1967). Method and Concepts in Classroom Research. Review of
Educational Reasearch, 37, 337 – 357 .
Biswas, S. (2013). Schoology-Supported Classroom Management: A Curriculum
Review. Northwest Journal of Teacher Education, 187 – 196.
Bogdan, R. C. & Biklen, S. K. (1982). Qualitative research for education: An
introduction to theory and methods. Boston: Allyn and Bacon.
Bosco, J. (1986). An analysis of evaluations of interactive video. Educational
Technology, 25, 7-16.
Chandra, V., & Fisher, D. L. (2009). Students’ perceptions of a blended web-based
learning environment. Learning Environments Research, 12 (1), 31-44.
Denning, R., & Smith, P. J. (1997). Cooperative learning and technology. Journal of
computers in mathematics and science teaching, 16 (2/3), 177-200.
Dörnyei, Z. 2001a, Motivational strategies in the language classroom, New York:
Cambridge University Press.
Dziuban, C., Moskal, P., & Hartman, J. (2005). Higher education, blended learning,
and the generations: Knowledge is power: No more. Elements of quality online
education: Engaging communities. Needham, MA: Sloan Center for Online
Education.
Entwistle, N. J. (1991). Approaches to learning and perceptions of the learning
environment. Higher Education, 22 (3), 201-204.
Ferdig, R. E. (2007). Editorial: Examining social software in teacher education. Journal
of Technology and Teacher Education, 15 (1), 5-10.
Glenn, M., & D'Agostino, D. (2008). The Future of Higher Education: How
Technology Will Shape Learning. New Media Consortium.
29
Gogos, R. (2014). Why Blended Learning is Better. Retrieved September 22, 2015,
from http://elearningindustry.com/why-blended-learning-is-better
Jones, V. F., & Jones, L. S. (1986). Comprehensive classroom management: Creating
positive learning environments. Publication Sales, Allyn and Bacon, Inc.
Kaplan, B., & Maxwell, J. A. (2005). Qualitative research methods for evaluating
computer information systems. In Evaluating the organizational impact of
healthcare information systems (pp. 30-55). Springer New York.
Lee, I. (2008). Student reactions to teacher feedback in two Hong Kong secondary
classrooms. Journal of second language writing, 17 (3), 144-164.
Levin, M. A., & Hansen, J. M. (2008). Clicking to learn or learning to click: A
theoretical and empirical investigation. College Student Journal, 42 (2), 665.
Li, Q. (2007) Student and teacher views about technology: A tale of two cities?. Journal
of research on Technology in Education, 39 (4), 377-397.
Marzano, R. J. (1992). Positive attitudes and perceptions about learning. America:
ACDC.
Najjar, L. J. (1996). Multimedia Information and Learning. Journal of Educational
Multimedia and Hypermedia, 5 (2). 129-150.
Ophus, J. D., & Abbitt, J. T. (2009). Exploring the potential and perceptions of social
networking systems in university courses. Journal of Online Learning and
Teaching, 5 (4), 639.
Pomeroy, K. (2011). Using Technology to Keep up with The Pace of Growth and
Student
Demand.
Retrieved
September
22,
2015,
from
https://www.schoology.com/stories/olentangy
Powell, T. A. (2000). Web design: The complete reference (p. 872). New York, NY:
Osborne/McGraw-Hill.
Schoology Wins Top Award for Best Overall Education Technology Product at SIIA
CODiEs. (2016). Retrieved from www.schoology.com.
Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning.
Educational psychologist, 25 (1), 71-86.
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Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning:
Student perceptions of useful and challenging characteristics. The internet and
higher education, 7 (1), 59-70.
Sumakul, D. T. (2013). Facebook group in an EFL grammar classroom. Salatiga:
Faculty of Language and Literature, Satya Wacana Christian University.
Valdes, L. (1998). Accessibility on the Internet. Persons with Disabilities.
31
APPENDIX
1. Tell us about argumentative writing class that you have taken in the last
semester!
2. What do you think are the strengths and weaknesses of this course which use
Schoology?
3. We would like for you to think about those strengths and weaknesses, then think
about the same course which did not use Schoology. What do you miss about
when you are in a course using Schoology? What do you miss about a course
when you are in a course which did not use Schoology?
4. You have experience with taking courses online. What suggestions would you
give to a student who is taking an online course for the first time? What
suggestions would you give to faculty teaching using Schoology?
32
ARGUMENTATIVE WRITING CLASS
The thesis is submitted in partial fulfillment of
The requirements for the degree of
Sarjana Pendidikan.
Vania Wibowo
112012019
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
2016
1
2
3
4
5
Students’ Perception of Using Schoology in Argumentative Writing Class
Vania Wibowo
Abstract
Technology has been used as the medium of teaching and learning. A previous
study from Sumakul (2013) found that social networking website brought positive
effect in language learning. Based on the previous study, this study used Schoology as
the subject of the research. According to Biswas (2013) Schoology is an online platform
that provides a new style for the teachers to deliver material and facilitate learning.
Furthermore, it can be inferred that it provides a new way of learning for the students
to engage and intensify their own learning. Therefore, this study is aimed at finding out
the students’ perceptions of using Schoology in an argumentative writing class. Dörnyei
(2001) argues that perception has a big role in determining success or failure in any
learning situation. In other words, the study wanted to evaluate the use of schoology as
the medium of learning in an argumentative writing class. Argumentative writing class
was chosen due to its high and active users of schoology. The data were gathered
through face to face and online interview with 10 participants from 2014’s batch. In the
interview, the protocol was taken from Song et al. (2004).The findings showed the
significance of using Schoology in Argumentative Writing class.
Keywords: perception, perception of technology in the language classroom, Schoology,
external factor, website.
6
Introduction
Students’ perception plays an important role in the language teaching and
learning. To create an effective communication and relationship between a teacher and
students, a teacher needs to know the students’ concern. Entwistle (1991) believes that
what students expect and as the people who experience the learning process have an
important additional value in understanding students’ learning and improving the
quality of higher education. Perception creates less miscommunication and positive
learning environment, and it helps both of the teacher and students in their learning
process.
As time goes by, a classroom method has started to change. A traditional
classroom where students and teachers interact face to face in a scheduled time has been
deemed insufficient for some lecturers. This statement is supported by a study among
freshmen of the biology degree at Pompeu Fabra University, Barcelona. The study
shows that the blended learning group was 87.9% higher than non-blended learning
group 71.4%; P = 0.02). Therefore, as Roberta (2014) said, blended learning is the ideal
solution all-around as it appeals to all learning styles, circumstances, needs and
demands. From the statement above, it is proven that there are big possibilities of both
needs and demands which cannot be fulfilled only by interacting face to face in the
classroom. Fortunately, with the rapid use of web-based technology in every education
institute, the educators get more opportunities to investigate the most suitable learning
environment for their students. Therefore, E-learning is a method to publish a course in
a longer period of time compared to traditional classroom environment. Not only that,
E-learning also reaches more number of learners and ensures learning environment
7
which has independent time and place (Dziuban, Hartman and Moskal, 2004;
Osguthorpe and Graham, 2003) particularly for adult learners. In the evolving, flexiblelearning tertiary environment, viable and effective computer mediated communication
(CMC) alternatives to face-to-face teaching need to be explored.
In the English Department of Satya Wacana Christian University (SWCU),
more and more lecturers start to use Schoology to keep in touch with their students. It
is also similar with the other writing classes. The lectures tend to use it as the medium
to share information or to upload an assignment. However, although the teachers are
using Schoology as the platform to keep in touch with their students, the perception
from the students itself is not yet well understood. Therefore, this study aimed to
examine the English as Foreigner learners’ (EFL) perceptions in using Schoology in an
argumentative writing class. This argumentative writing class has high frequency to use
schoology as the medium of teaching and learning. Furthermore, this the class has the
most active users both of the teacher and the students. The study is conducted in
argumentative class because this class has participant who were coming from 2014’s
batch. In other words, the study wanted to know the students’ opinion to EFL learners
when communicating or interacting via Schoology. This study aimed at providing a
better understanding of the students’ perceptions of quality and standards, leading to
the possibility of more effective relationships between the teachers and students.
Furthermore, the result of this study is will be useful for pedagogical implication to
language learning.
8
Literature Review
This part reviews the definition of perception, types of perception, and
perceptions of technology in the language classroom.
Definition of perception
Perception is another major focus to create an effective communication and
relationship between the teachers and students. The way we look at situation around us
reflect the way we view the world and influence the conclusions and decisions we make.
Dörnyei (2001) argues that perception has a big role in determining success or failure
in any learning situation. Consequently, perception is considered as a crucial factor in
teaching and learning process. Additionally, Lee (2008) warns the teachers not to ignore
the students’ perception, because they may experience the stagnant situation by using
counterproductive strategies. Therefore, if the students have the attitudes and
perceptions about something on their mind, it means that they have mental situation to
create a conducive environment to learn. As a result, to define the perception can be
considered difficult. Even though it seems to be easy and simple in meaning, it has
different meaning for each person. Due to that reason, it is difficult to provide one fixed
definition of perception.
A simple definition is stated by John and Gifford (1985) who pointed out that
perceptions affect our emotions and behaviors. In addition, perceptions help to shape
and skew our beliefs of the existing situation. Due to that statement, perception is
linked with our senses or our emotions that come naturally and influence our opinion
about something. The term ‘perceive’ in language learning itself is the identification by
means of senses that support the students in the learning process. We can learn that
9
perceive comes from the learners’ innate feeling toward the learning environment.
More importantly, the students have various personal perception or interpretation of
information which they expose to. In other words, perception is the feeling or opinion
of individuals about something.
Types of perception. In teaching and learning situation, there are lots of factors
which influence the activity. In this study, in order to create an effective learning,
perception is chosen to be discussed as stated above. However, it is not enough to only
understand the definition. Therefore, the researcher dug deeper and found what
constitutes the word of perception. To clarify more, the terms is divided into two types.
The types are discussed below under Marzano’s theory.
First type of perception, as Marzano (1992) says, is attitudes and perceptions
about the learning climate. Climate means it is related to the external factor from the
learners. According to Mazarno, the external factor is within the area of quality and
quantity of the resource available, the classroom environment and so on. In other words,
it is about the students’ feeling or opinion about the quality and quantity of the resource
given by the teachers. As the result, it will be reflected on how effective the external
factors may influence the lesson. He also adds that in the recent years, psychologists
have seen the classroom climate more into the function of the attitudes and perceptions
of the learners than of external factor to the learners.
Secondly, Marzano also revealed another type which is positive Attitudes and
Perceptions about Classroom Tasks. On the other words, it is related to the value that
comes inside the task. According to Schunk (1990) the learners are most motivated
when they believe the tasks they get in are relevant to their personal goals. Shortly, it
10
is talking about the students’ perception of the importance of the classroom tasks.
Therefore, this research shows that the teachers definitely need to know what the
students’ goal are, in order to be successful in classroom tasks.
Perceptions of Technology in the Language Classroom. Many researchers
discussed the use of technology in language classroom. One of the study came from
Moseley (2010) found the positive impact on giving support for the students’ learning
processes and outcomes. Additionally, Baker's (2007) study showed that there was a
positive relationship between a technology-rich environment and an academic
achievement, especially when students had the requisite skills to take advantage of the
technology. As mentioned above, technology can bring positive effects and give
advantages to the students in learning English.
One of the online platforms for the students and the teachers to communicate is
through Schoology. Shampa Biswas (2013) states that Schoology is an online learning,
classroom management, and social networking platform that attempts to improve
learning through better communication and collaboration. In short, it is an application
used for assisting the teaching and learning condition. Pomeroy (2011) states that “With
Schoology, the students and the teachers can develop deeper into content faster and
easier than they could have before.” Thus, this study is trying to prove whether the
statement is correct or not. Based on what Lee (2008) has mentioned before, therefore
it will be appropriate to conduct a research for the students’ perception about the use of
technology in the classroom. It is necessary to evaluate the integration of Schoology in
the teaching and learning situation. Then, it would show whether the strategies are
successful or not.
11
Dealing with the Net Generation, there were several studies looking at student
perceptions of technology. One example is the study by Levin and Hansen (2008) on
Technology Acceptance Model (TAM). TAM is a theoretical model that is often
applied to the use of technology by both the students and the instructors. In other words,
the TAM is a theoretical model that provides a template for understanding the use of
new technologies. A study from Levin and Hansen (2008) in the higher education used
this by comparing perceptions of usefulness to actual technology use. They used TAM
as the measurement of learning outcomes to demonstrate a secondary link between
perception of technology and the successful completion of learning outcomes in courses
using technology. The researchers asked students to rate their perceptions of the
usefulness of technology using a survey instrument containing 5-point Likert scales.
These scores were analyzed in the context of student achievement of learning outcomes
to determine if there was a relationship between the students’ perception of technology
and students’ success. Their conclusion stated that technology did have an effect on
their success. Alternately stated, technologies that were perceived to be useful were
indeed useful to the students in this study, and some technologies were found to be
more useful than others. From there, they believed that technology was useful for their
learning and helped them to accomplish more. Thus, this could be another interesting
topic to discuss.
12
The Study
The following sections discuss the research questions, context of the study,
participants, instrument of data collection, data collection procedure and data analysis.
Research Question
What is the students’ perception about the use of Schoology in an
argumentative writing class?
Context
The research was a descriptive study. This study took place in English
Department at SWCU, Salatiga, Central Java, Indonesia. It explored on the perception
of students of the use of Schoology in an argumentative writing class. Schoology is
used to support and facilitate teaching and learning process. On the other hand,
argumentative writing class was chosen due to its high frequency and active users. The
lecturer created a special access code for the students to be a member. Then, the lecturer
made use of Schoology to upload syllabus, announcements, materials or exercises for
the students so that they can keep in touch. The students were taught to use Schoology
as a medium to submit or upload their assignments wherever and whenever they wish.
Not only that, but also the lecturer would allow the students to download the materials
and students’ guideline to do a project. Although this course employ Schoology, the
students were still required to attend regular class or face to face class.
Participants
The participants of the study were undergraduate students of the English
Department at Satya Wacana Christian University. The participants were consisted of
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10 students from 2014 batch who were taking argumentative writing class last semester.
They received many kinds of assignment through Schoology. Moreover, they were ED
students who had experience of using Schoology at least in one full semester, so they
have known the usage of Schoology at least in a complete set.
Instruments of data collection
To explore the perceptions of the students when using Schoology in the
argumentative writing class, the researcher collected the data using semi-structured
interview. According to Bernard (2011) says semi-structured interview is best used
when you will not get more than one chance to interview someone and when you will
be sending several interviewers out into the field to collect data. Additionally, Mack,
N. et.al (2005) says that a semi structure approach to interview represents a compromise
between standardization and flexibility. The students or participants from
argumentative writing class were chosen based on the sampling theory. It was a
convenience sampling. Based on Dornyei (2007) is the convenience of the researcher.
In short, the interview is conducted in informal situation and based on the researcher’s
time flexibility. The interview questions were adapted from Song et al. (2004).
Data collection procedure
The data collection was carried out within one week. There were 5 participants
which became the voice representative of argumentative writing class that implemented
Schoology. Continuously, each participants were interviewed either face to face or
online with prepared questions. In order to maximize the time for data collection, they
answered those questions honestly and recorded via Line (online social media
application), smartphone’s voice recorder, or email. Then, the data was classified and
14
analyzed. Pseudonym was adopted in the discussion to present the data. The body of
the texts were reviewed to identify important features and its patterns. As Bogdan and
Biklen (1982) mentioned, qualitative data analysis is working, organizing the data,
breaking into manageable units, synthesizing, searching for patterns, discovering what
is important and decide what you will tell to others. Also, each of the interview lasted
5 to 15 minutes, and some of the participants gave their permission to be audio recorded.
Data analysis procedure
After completing the stage of data collection, first the data was transcribed.
Second, using the qualitative data analysis consisted to make use of coding the
interview transcripts. Then, the data was grouped accordingly. According to Kaplan
and Maxwell (2005), coding is a strategy to manage your data with the ‘tentative’
themes which is developing before or at the moment of processing the data analysis.
The results would also be discussed to find the pedagogical implication to language
learning.
Discussion
This section presents the analysis and the interpretation of the data collection.
From the interview, it was found that the students’ perception could be categorized into
three big themes, namely students’ perceptions on web design, interaction, and easy
access. There is also a discussion on negative perceptions. The analysis focuses deeper
on the students’ perception about the weaknesses and strengths when they were using
Schoology. All of the responses and discussion will be followed by the interpretation
of the result.
15
Web design
Web design has become an important aspect for the students. Of all websites,
some are specifically designed for educational purposes and become a great tool for the
teachers. According to Powell (2000), web design is a multidisciplinary which seeks to
the planning and production, but not limited to technical development, information
structure, visual design, and networked delivery. In other words, it depicts that web
design is linked with producing features or how the website is delivering the
information sophisticatedly. Therefore, it is very clear that a website has to look good
and useful.
In general, most of the participants had positive perceptions toward the design
of Schoology. Those positive perceptions were mostly caused by the fact from the
students’ experience before in using other websites beside Schoology for example
Flearn, Edmodo, and Facebook. The researcher found that most of them said that the
appearance is well designed and has a professional looking. For example, Participant 4
said,
I think the design is so simple. The colors’ choice is just right blue, white,
black, and red for notifications, especially for them who like simplicity. And
my favorite part of the web is the front page (the page before we log in). They
display nice pictures. Prefer to use Schoology more, because the website
design is good, not too much and not too simple, and also on the left of the
website we can click for further information about the course, like grade,
weeks etc.
Based on what Participant 4 has said, the right color combination of website or
any attractive features will make the students attracted to get in touch with it. It can be
concluded that website design which is visually appealing will increase students’
engagement. An increase in engagement will encourage the students to spend more time
16
on the website to view and process more information about the lesson material or work
to do.
In addition, the students do not only admire the visual appearance, but also the
features. As for example, Participant 1 mentioned,
“We can send a file, picture, a voice recording and many more.”
Based on the response, it can be concluded that Schoology is designed specifically for
educational purposes. In other words, Schoology is the correct medium to assist
teaching and learning time.
Another research in the United States conducted by Glenn (2008), one of the
employee in a well-known magazine, The Economist, also reported that “Sophisticated
learning-management systems among other innovations that respondents say are likely
to have a profound effect on the academic experience”. (p.4). This is in line with
Marzano (1992) types of students’ perception on academic area, mentioning that “there
is external factor which by means here is the quality and quantity resources given from
the University through the usage of Schoology.” In this case, the presence of the quality
in Schoology especially in the web design makes the students become more attracted
to the teaching and learning situation. In short, the students were sophisticated with
Schoology’s features like the template, theme and ease to send file in different format.
Therefore, the external factor in Schoology’s site that provide ease of use, structured,
detailed and organize look sophisticate all of the users.
17
Interaction
Interaction between the students and the teacher takes an integral part of
teaching and learning situation. The term defined by Biddle (1967) is an action reaction which influences between individual (e.g. pupil - pupil, or teacher - target) or
between an individual and a group (e.g. teacher - audience) or between materials and
individuals. Additionally, Jones and Jones (1981) indicates that “academic achievement
and student behavior are influenced by the quality of the teacher and student
relationship. (p.95).” Fortunately, in the fast growing technology era right now cause
no limitation for making relationship. In the modern classroom, it involves both face to
face interaction and online interaction. Therefore, as Jones and Jones have mentioned
above, the quality of teacher and students’ relationship is ensured to get stronger.
Another research from Najjar (1996) found that “learning was higher when information
was presented via computer-based multimedia systems than traditional classroom
lectures.” In fact, numerous studies have found that mutual action between the learners,
the learning system and the learning material has a strong positive effect on learning.
As an example, Bosco (1986) reviewed 75 learning studies and found that learners learn
faster, and have better attitudes toward learning when using interactive multimedia.
Therefore, the communication between the students and the teacher serves as a
connection between the two, which will provide better atmosphere for a classroom
environment.
Under this interaction theme, most of the participants have a very great response
toward the use of Schoology as the medium of integral interaction. For example,
Participant 4 said that
18
“It’s more fun because we can share our thoughts directly on the home page”.
It means that this interaction features would help all of the students become up to date
with any new information. They could share any information including questions and
answers which could be read by all of the participant. To paraphrase the response of
Participant 4, it can be said that by using Schoology, the process of teaching and
learning in the classroom is getting centralized than not using it at all. In other words,
Schoology helps to strengthen the communication between the teacher and the students.
It is simply because the teacher can inform, approach and give responses to the whole
students which is not only be restricted to the classroom.
Another example came from the Participant 10,
“…if the students want to ask or inform something, they can just post
a comment on the Schoology and the whole group can see it.”
It will result an immediate feedback from the teacher whenever they wish for the
students. In other words, by having this features all of the students will not miss any
information, for example questions, project, due dates, time consultation, permission or
even general discussion and many more. Thus, Schoology provides the equal portion
of interaction for the students and the teacher.
Easy Access
Schoology is an online tool for teaching and learning. As Shampa Biswas (2013)
said “it is an online learning, social networking platform that attempts to improve
learning…” In other words, online learning is linked with internet. Consequently, the
19
ease of accessibility is considered as an important aspect for the students and the
teacher.
Easy to access is claimed as urgent matter for both the teacher and the students.
A study from Valdes (1998) stated that accessibility means flexible for each user’s
needs and preferences. According to his statement, accessibility can be viewed as the
ability to access. Also, having access to every medium like for example through
smartphone, tablet and personal computer. By having the flexibility to access from
every medium, the information that the teacher or the students want to pass on is faster
than before. This is could become one of the advantages of using Schoology.
Accessibility is one feature observed in this study. For instance, Participant 6
explained that,
“Reachable, especially those who have smartphone….”
Based on participant 6, Schoology has become closer and easier to check in
everywhere and every time the students wish. The fact that Schoology is available on
android means that it is already openly network. Not only that but also, Participant 7
argued that,
“if the teacher do not come to the class, the student can access the
material through Schoology.”
In that case, Schoology was not only an open network but it helps clear up what is
missing. Based on the response from Participant 7 above, it can be concluded that
Schoology could replace inefficiency of time to become more efficient for the teachers
to make up for the missing materials or meetings. As a result, the students would not
miss a thing. In other words, with Schoology students could do independent learning or
20
self-learning everywhere and every time they wish. Therefore, Schoology helped build
connection through the ease of access.
Negative Perception
Despite the positive perceptions discussed above, although minor, there is one
negative comment from the participants. The problem was not about Schoology,
however this considered as an external factor of schoology. During the data collection,
the researcher found that most of the students have a problem with internet connection.
Participant number 9 found out that,
“It is about the internet connection, it’s really difficult to open. I
usually use Wi-Fi campus”.
Some other participants also has mentioned by this problem several times. An
example was from Participant number 10,
“Here (in F building), the internet connection is troublesome”
It is all merely about internet connection. According to the participants, to access
Schoology requires smooth internet connection. As a result, the importance of having
fast internet connection is needed. The bigger the bandwidth, the faster the data can be
transferred. Considering this matter, the faculty should compare the speed of current
internet service provider to the others. Having a slow internet connection could cause
failure to access the website or the application, update information, upload material and
submit project. Thus, this will harm the performance of Schoology for the students.
Surprisingly, the participants were still grateful to have the opportunities
learning by using Schoology. Based on the interview, all of the participants said that
they were really grateful with Schoology.” In other words, the fact that Schoology
21
offers various features for the teacher and the students makes it professional education
software. Therefore, Schoology provides efficient tools and resources for teachers to
optimize instruction.
Discussion
The purpose of this research is to investigate the perceptions of the students who
were using Schoology as online learning medium for argumentative writing class.
Additionally, other sources highlighted the need for study in this area. Li (2007) argued
that listening to the voices of the students on the topic of the usefulness of technology
is an important component to serving their needs in the learning environment. This was
also to evaluate whether Schoology is a helpful educational online system for the
students during teaching and learning activity or not. The findings from this study
indicates that Schoology could be an appropriate addition to teaching tools, providing
an integration of technology that is well received for both of the teacher and the
students.
As mentioned in the literature review about 2 types of perception in teaching
and learning by Marzano (1992), in this research, the researcher is going to use only the
first type which is attitudes and perception about the learning climate. It due to the fact
from the participants’ responses about their perception in using Schoology. The result
from the data collection, most of the students are influenced by the quality and quantity.
Like in the findings, the participants were attracted only about the web design, the
feature of interaction and ease of access. This finding is also supported by previous
research conducted by Candra and Fisher (2009) which showed that students were
highly affected by their web based learning environment. This was an example of
learning climate which exists from the external factor. Since the teacher introduced
22
Getsmart as a model for teaching in a blended environment, the students gained
significant increase. Based on their research Getsmart here is the medium which is
considered as the external factor which increases the learners’ performance.
Furthermore, this study also found that most of the previous studies which
discussed about perception in technology in the literature review above are similar with
the findings. Considering the result, technology did have an effect in teaching and
learning situation. It engaged the students to be attracted to learn. Other supportive
researchers are Levin and Hansen (2008) which studied about students’ perceptions of
the usefulness of technology also found that technology did have an effect on their
learning. Thus, the use of technology also takes a part to facilitate teaching and learning.
It is undeniable that in the modern era right now technology is a good friend of ours.
At the 2014 CODiE awards, known as the “Oscars” for education technology,
Schoology took home three awards including the top honor of Best Education Solution
(Schoology Wins Top Award for Best Overall Education Technology Product at SIIA
CODiEs, 2016). This showed that Schoology is worthy to be used as an online medium
for educational purposes. A study by Ophus and Abbitt (2009) reported comparable
data of the students who were supportive of using a social networking system in their
higher education courses. Based on the study, it represented positive atmosphere which
delivered from the students who were excited about it. In addition, the researcher of this
study has found that the participants appeared to be receptive to Schoology for
educational purposes. The students in this study anticipated learning benefits by
increased awareness of sharing information about assignment, as well as notifications
of course related information.
23
Moreover, the fact that most of the participants who have used Schoology for
more than one semester give delighted responses with the presence of Schoology is
another positive evidence. They were very impressed with the website design. It offers
professional looks and features that could really support teaching and learning process.
From the study it was found that appearance influences the way the students perceive
the use of the website. It does increased attractiveness for the students to study and be
engaged. Furthermore, the students could enjoy the feature that serves interaction or
back to back communication which able to be seen to all of the group. Therefore, they
will not miss a single information and also it will maximize time consuming in a course.
Moreover, the teacher can put some information through Schoology as the make-up
class. As the result, the students could keep up with the meeting right away. As an
educational application, Schoology has been built to meet the requirement that an
educational institution would need. For this reasons, it is an appropriate assistance to
be integrated in a course.
Acceptance of incorporating Schoology into university courses was highlighted
by the fact that technology brings positive atmosphere to students as well as for assisting
and engaging the students during teaching and learning situation. In this study, the
majority of the students engages with the course in Schoology at some stage throughout
one semester. However, a mixed response was received from students regarding the
internet connection. Most of the students indicated that internet connection influences
the productivity of this application. This may happen due to the use of Schoology
requires smooth internet connection. Many students also commented that they had
trouble to access the page because of the campus’s Wi-Fi. It may also be a reflection
for the faculty when they integrates this program into their learning or teaching system.
24
Changing the way of traditional classroom to become modern classroom become a
well-known requirement now. It blends face to face and online activity as a course
learning tool which can facilitate greater student engagement. Furthermore, the
university will gain appreciation from the students for its integration into university
education. The need to have smooth internet connection is considered to be crucial by
the students so that it is beneficial rather than counter-productive.
Despite the mixed response regarding the internet connection, the majority of
students recommended the use of Schoology for their future courses. While Schoology
may not aid students’ learning specifically, it lends itself to the provision of productive
pedagogy. According to Ferdig (2007), one of the critical components to instructive
strategies is active student participation, with collaboration and co-operation to
successful learning. A research conducted by Denning and Smith (1997) stated that
there is some evidence suggesting technology can support these interactions, and
Schoology is a popular platform by which this can be conveyed. A high rate of student
engagement with the course in Schoology in this study proves an increased in
collaboration and cooperation in learning environment. Furthermore, integrating
Schoology into courses could give further benefits through enhanced ‘student to
student’ and ‘student to instructor’ communication, which in turn can give back to
greater learning outcomes.
The educators from the university can get the benefit from recognizing the
inherent value in blending the best of traditional learning experiences with those
enhanced by implementing technologies for instance like Schoology. Using this
technology allows content to be more accessible and flexible for students to access
everywhere and every time they wish. As a result it will enhance the quality of student
25
learning. According to Ferdig (2007), it is important for educators to employ the latest
technology and discover ways to make use of student engagement for activities that is
related to pedagogical philosophies and learning goals. Schoology is one platform that
may assist educators in promoting student attractiveness to learn and be engaged with
it.
The current study evaluated students’ perceptions of using a designated
Schoology as a learning resource in university courses. The approach used in this study
will be continued in future offerings of these or another courses which implement
Schoology as their online platform tools. Furthermore, it will allow additional research
and evaluation to be conducted. Future research should use methods that assess the
ability of Schoology in the development of competencies and learning outcomes during
teaching and learning activity. In addition, a comparison between traditional learning
management systems and equivalent Schoology functions should be conducted in order
to determine the most efficient and convenient online media for student’s engagement
and learning.
Conclusion
This study aimed at finding out if Schoology is an effective online platform
based on the students’ perception. The research question for this study was: "What are
the students’ perception toward the use of Schoology in argumentative writing class?"
The data were gathered through interview with 10 participants from 2014’s batch.
From the study, the researcher found that Schoology can be an effective way as
a medium for teaching and learning. The result of interview showed that the website
design provides professional looks and beneficial features. Furthermore, Schoology
enables back to back online interaction between teacher and students. As a result, the
26
students will not miss a single information. By having Schoology, teaching and learning
time become more flexible and more effective as to replace makeup class. Mostly, the
result of their perceptions showed satisfaction feeling of using Schoology as the
platform for teaching and learning. Although, it was not really significant, but the
researcher found that the speed of the internet connection causes slow loading to access
Schoology in campus. In other words, there is one negativity given by the students’
perception that slightly impact the way they use Schoology. Based on the negativity, it
can be concluded that students need fast internet connection in campus. Despite that
negativity, the students still feel that Schoology is really worth to be implemented in all
course.
During the study, the limitation of the study came from two factors. The
researcher found it difficult to find interview questions. Most of the journal that the
researcher found is actually showing the result with no interview questions to be taken
as an example. The second factor is the theory. As this study is really different from
what the lecturers have taught before, it requires some times to be familiar with new
terms, finding the right terms to be used in the literature review. Also the need to read
a lot of theory regarding to this topic does need self-awareness to keep up with the topic.
For the future study, the researcher hopes that it can be conducted with more
various setting, so that the result will be richer. Not only that, but also in order to extend
the scope of this topic, the researcher proposes a research on teachers’ perceptions
toward the use of Schoology in argumentative writing class. The result of the findings
may affect the teaching and learning process in the context of this study. Therefore, in
the future, teachers or the faculty or the university should consider to implement
Schoology to be used as the medium of teaching and learning activities.
27
Acknowledgement
I would like to express my gratitude to God the Almighty Father because
without His blessings, I will never complete this thesis well. Secondly, for my thesis
supervisor, father Dian Toar Y. G. Sumakul, M. A. and Mr. Yustinus Calvin Gai Mali,
M.Hum as examiner, a sincere thank you for the guidance and advice in completing my
thesis. I believe that every comment, suggestions and critics are all made for better
understanding and improvement. I am so glad that they are my thesis guidance.
Furthermore, this thesis would not have been completed without the support
from my parents, seniors and the participants. My mom and grandma, thank you for the
prayers and encouragement during my study. Not only that but also a special thanks to
Gregorius Sebastian and Chintya Irawati for the support, advice and suggestions during
my thesis. For 2014’ers in Ms. Yustina’s Argumentative Writing class, thank you for
your understanding and cooperation. I deeply appreciate everything.
28
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APPENDIX
1. Tell us about argumentative writing class that you have taken in the last
semester!
2. What do you think are the strengths and weaknesses of this course which use
Schoology?
3. We would like for you to think about those strengths and weaknesses, then think
about the same course which did not use Schoology. What do you miss about
when you are in a course using Schoology? What do you miss about a course
when you are in a course which did not use Schoology?
4. You have experience with taking courses online. What suggestions would you
give to a student who is taking an online course for the first time? What
suggestions would you give to faculty teaching using Schoology?
32