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Teachers' Perceptions of an Online Social Network As an Instructional Platform: the Mpi Act of an Edmodo-Based Professional Development Workshop Ashley Hodge

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Teachers' Perceptions of an Online Social Network As an Instructional Platform: the Mpi Act of an Edmodo-Based Professional Development Workshop Ashley Hodge Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations 2015 Teachers' Perceptions of an Online Social Network as an Instructional Platform: The mpI act of an Edmodo-Based Professional Development Workshop Ashley Hodge Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Hodge, A. (2015). Teachers' Perceptions of an Online Social Network as an Instructional Platform: The mpI act of an Edmodo-Based Professional Development Workshop (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/etd/653 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. TEACHERS’ PERCEPTIONS OF AN ONLINE SOCIAL NETWORK AS AN INSTRUCTIONAL PLATFORM: THE IMPACT OF AN EDMODO-BASED PROFESSIONAL DEVELOPMENT WORKSHOP A Dissertation Submitted to Duquesne University Duquesne University In partial fulfillment of the requirements for the degree of Doctor of Education By Ashley Hodge May 2015 Copyright by Ashley Hodge 2015 ii TEACHERS’ PERCEPTIONS OF AN ONLINE SOCIAL NETWORK AS AN INSTRUCTIONAL PLATFORM: THE IMPACT OF AN EDMODO-BASED PROFESSIONAL DEVELOPMENT WORKSHOP By Ashley Hodge Approved March 16, 2015 ________________________________ ________________________________ Misook Heo, Ph.D. James Schreiber, Ph.D. Associate Professor of Instruction and Professor of Educational Foundations & Leadership in Education Leadership (Committee Chair) (Committee Member) ________________________________ Marie Martin, Ed.D. Adjunct Professor Doctoral Program in Instructional Technology (Committee Member) ________________________________ ________________________________ Olga M. Welch, Ed.D. Joseph Kush, Ph.D. Dean and Professor Director, Doctoral Program in School of Education Instructional Technology Associate Professor of Education iii ABSTRACT TEACHERS’ PERCEPTIONS OF AN ONLINE SOCIAL NETWORK AS AN INSTRUCTIONAL PLATFORM: THE IMPACT OF AN EDMODO-BASED PROFESSIONAL DEVELOPMENT WORKSHOP By Ashley Hodge May 2015 Dissertation supervised by Dr. Misook Heo Today’s students are learning and communicating in increasingly digital ways, which is challenging instructors to rethink their practice in order to meet their students’ needs. These needs include instant access to information, student-centered learning, and control over their own learning. With the rapid adoption and progression of technology in education, understanding instructors’ perceptions of technology that supports digital- age learners becomes important, as instructors’ perceptions can influence the effectiveness of technology integration. This study examined one particular technology, the Online Social Network (OSN), using Edmodo in light of how it is perceived as an instructional platform. Additionally, whether the OSN supports a professional learning community was investigated, and the influence of this type of professional development design on the participants’ perceptions was analyzed. iv Generally, the OSN was perceived as an instructional platform particularly for instruction aimed at student-centered and blended learning. It was evident that the OSN is capable of supporting a professional learning community, as participants in this study thoroughly and collectively worked to design student-centered learning modules within the platform while at the same time inquiring on topics pertinent to their professional growth. The findings provide relevant information for instructors looking to implement a platform that supports a student-centered approach to instruction, as well as, an example for administrators seeking a platform that supports a professional learning community. With this information, it is hopeful that the educational practice can improve, as instructors perceptions are better understood and their desire to participate in an online learning community is manifest. v DEDICATION This dissertation is dedicated to the love and support of those nearest and dearest to my heart. My husband Joshua, you grounded me and brought me back to reality when I needed it most. You stood by my side and celebrated even the smallest landmarks throughout this process. And you brought joy and light into my life when I felt as if there was no escape. You, my darling, are a testament to true love and devotion. Thank you, thank you, thank you! I would be remiss not to mention my dog, Marley. Although his encouragement was unconventional, there was not a day that went by that he did not put a smile on my face and that was cherished more than he will ever know. Finally, to my family and friends, both near and far for providing encouragement, expressing interest in my journey, and simply being there throughout the years, I sincerely thank you. You each have taught me the value of commitment and that I can do anything I set my mind to. To my mother and father for showing me how to be a hard worker, teaching me the value of dedication, and for being my greatest admirers in life; you are and always will be a great inspiration. vi ACKNOWLEDGEMENT My sincere gratitude to Dr. Misook Heo for enduring with me as my advisor throughout the research and writing of my dissertation. Her guidance, efficiency and general care throughout the years are much appreciated and each greatly impacted my ability to succeed. She provided constant and meticulous support, and for that I am unquestionably fortunate and grateful to have received. My appreciation to my dissertation committee members, Dr. Marie Martin and Dr. James Schreiber for their assistance in strengthening my body of work. They have generously provided their expertise and time throughout this process, for which I express my deep thankfulness. My cohort members, from IT4, for your inspiration along the way. It was undoubtedly a blessing to go through the program with each and every one of you and to share this experience with such a great group of individuals. As I learned from each of you in different ways, I appreciate you for broadening my knowledge and helping me grow throughout the years. Finally, to professors Dr. David Carbonara, Dr. Jason Margolis, and Dr. Nihat Polat; appointed as their graduate assistant throughout my doctoral studies, I attribute my growth as a researcher to each of them. I am grateful for the opportunity they afforded me in publishing scholarly manuscripts and their genuine guidance to become a stronger researcher. vii TABLE OF CONTENTS Page ABSTRACT ....................................................................................................................... iv DEDICATION ................................................................................................................... vi ACKNOWLEDGEMENT ................................................................................................ vii LIST OF TABLES ........................................................................................................... xiii LIST OF FIGURES ......................................................................................................... xiv Chapter I Introduction ..........................................................................................................1 Statement of the Problem ............................................................................................4 Purpose of the Research ..............................................................................................7 Research Questions .....................................................................................................8 Significance of the Study ............................................................................................8 Limitations and Delimitations of the Study ................................................................9 Definition of the Terms .............................................................................................11 Chapter II Literature Review .............................................................................................13 Online learning..........................................................................................................13 Defined ......................................................................................................................13 Advantages and disadvantages .................................................................................16 Interaction .................................................................................................................18 Social presence..........................................................................................................20 Cognitive presence ....................................................................................................22 Teaching presence .....................................................................................................23 Pedagogy ...................................................................................................................24 viii Defined ......................................................................................................................24 Technology and pedagogy ........................................................................................25 Integrating technology within curriculum ................................................................26
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