"I love it but I don't use it": students' perceptions on the use of Padlet as an educational tool for learning
Web 2.0 tools have become ubiquitous in many university classrooms. These tools support collaboration and community building, enhance media sharing, and improve collective knowledge constructions- features that are valuable to learning. Many studies have in fact found that the inclusion of these too...
| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Language: | English |
| Published: |
2017
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| Online Access: | http://psasir.upm.edu.my/id/eprint/67049/1/inte-3.pdf |
| _version_ | 1796978435293184000 |
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| author | Mohd Deni, Ann Rosnida Zainal, Zainor Izat |
| author_facet | Mohd Deni, Ann Rosnida Zainal, Zainor Izat |
| author_sort | Mohd Deni, Ann Rosnida |
| collection | UPM |
| description | Web 2.0 tools have become ubiquitous in many university classrooms. These tools support collaboration and community building, enhance media sharing, and improve collective knowledge constructions- features that are valuable to learning. Many studies have in fact found that the inclusion of these tools into the teaching and learning processes creates positive learning experiences with many reported preferences of using these tools over traditional methods of learning. This small-scale study which involved 37 undergraduate students, investigated students’ perceptions on the use of a web 2.0 tool, namely Padlet, as an educational tool and students’ frequency of use of and their engagement with it to support their learning of communication concepts. The study, which employed a qualitative approach used two data collection tools: a qualitative questionnaire and analyses of students’ activities on the virtual walls. The study found that even though a small number of students had some negative perceptions of Padlet use, disclosing technical issues, lack of notification and reward, and preference over paper to technology, most of the students perceived Padlet use very positively. Despite this, the study found that most students were only actively engaged with Padlet activities on case-study-related tasks and only prior to assessments but not for independent learning tasks. The study also shows that students’ positive perception of Padlet as a learning tool did not influence students’ frequency of use. Pedagogical strategies are shared to improve the use of Padlet as an educational tool to support students’ learning. |
| first_indexed | 2024-03-06T09:54:29Z |
| format | Conference or Workshop Item |
| id | upm.eprints-67049 |
| institution | Universiti Putra Malaysia |
| language | English |
| last_indexed | 2024-03-06T09:54:29Z |
| publishDate | 2017 |
| record_format | dspace |
| spelling | upm.eprints-670492019-03-06T05:41:33Z http://psasir.upm.edu.my/id/eprint/67049/ "I love it but I don't use it": students' perceptions on the use of Padlet as an educational tool for learning Mohd Deni, Ann Rosnida Zainal, Zainor Izat Web 2.0 tools have become ubiquitous in many university classrooms. These tools support collaboration and community building, enhance media sharing, and improve collective knowledge constructions- features that are valuable to learning. Many studies have in fact found that the inclusion of these tools into the teaching and learning processes creates positive learning experiences with many reported preferences of using these tools over traditional methods of learning. This small-scale study which involved 37 undergraduate students, investigated students’ perceptions on the use of a web 2.0 tool, namely Padlet, as an educational tool and students’ frequency of use of and their engagement with it to support their learning of communication concepts. The study, which employed a qualitative approach used two data collection tools: a qualitative questionnaire and analyses of students’ activities on the virtual walls. The study found that even though a small number of students had some negative perceptions of Padlet use, disclosing technical issues, lack of notification and reward, and preference over paper to technology, most of the students perceived Padlet use very positively. Despite this, the study found that most students were only actively engaged with Padlet activities on case-study-related tasks and only prior to assessments but not for independent learning tasks. The study also shows that students’ positive perception of Padlet as a learning tool did not influence students’ frequency of use. Pedagogical strategies are shared to improve the use of Padlet as an educational tool to support students’ learning. 2017 Conference or Workshop Item PeerReviewed text en http://psasir.upm.edu.my/id/eprint/67049/1/inte-3.pdf Mohd Deni, Ann Rosnida and Zainal, Zainor Izat (2017) "I love it but I don't use it": students' perceptions on the use of Padlet as an educational tool for learning. In: 8th International Conference on New Horizons in Education (INTE 2017), International Trends and Issues in Communication & Media Conference (ITICAM 2017) and International Distance Education Conference (IDEC 2017), 17-19 July 2017, Berlin, Germany. (pp. 1-7). |
| spellingShingle | Mohd Deni, Ann Rosnida Zainal, Zainor Izat "I love it but I don't use it": students' perceptions on the use of Padlet as an educational tool for learning |
| title | "I love it but I don't use it": students' perceptions on the use of Padlet as an educational tool for learning |
| title_full | "I love it but I don't use it": students' perceptions on the use of Padlet as an educational tool for learning |
| title_fullStr | "I love it but I don't use it": students' perceptions on the use of Padlet as an educational tool for learning |
| title_full_unstemmed | "I love it but I don't use it": students' perceptions on the use of Padlet as an educational tool for learning |
| title_short | "I love it but I don't use it": students' perceptions on the use of Padlet as an educational tool for learning |
| title_sort | i love it but i don t use it students perceptions on the use of padlet as an educational tool for learning |
| url | http://psasir.upm.edu.my/id/eprint/67049/1/inte-3.pdf |
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