Reasons Why We Should Use Schoology in E-Learning: A Review Paper

Reasons Why We Should Use Schoology in E-Learning: A Review Paper

أسباب لماذا يجب علينا استخدام Schoology في التعليم الالكتروني: بحث مراجعة

Ali Haif Abbas, University of Wasit, Wasit, Iraq

علي حايف عباس، جامعة واسط – واسط – العراق

مقال منشور في مجلة جيل الدراسات الادبية والفكرية العدد 65 الصفحة 123.

بسبب الاغلاق الذي سببه فايروس كورونا، لجأت الجامعات والمدارس إلى التعلم الإلكتروني. التعلم الإلكتروني هو وسيلة للتعلم والتعليم عن بعد باستخدام الإنترنت وأجهزة الكمبيوتر والهواتف الذكية ومنصات التعلم. ثلاث منصات رئيسية للتعلم الإلكتروني كانت ولا تزال تستخدم في التعلم. هم بالتحديد ، Google Classroom و Edmodo و Schoology. أثبتت جميع المنصات الثلاثة المذكورة نجاحها في التعلم الإلكتروني. Schoology هي واحدة من أفضل منصات أنظمة إدارة التعلم (LMS) لأسباب سأذكرها في هذه الورقة المختصرة.

Abstract

Due to COVID-19 lockdown, universities and schools’ resort to e-learning. E-learning is a way of learning and teaching from distance using internet, computers, smart phones, and learning platforms. Three main e-learning platforms were and are still used in learning. They are namely, Google Classroom, Edmodo, and Schoology. All the three mentioned platforms proved success in e-learning. Schoology is one of the best Learning Management System platforms (LMS) for reasons I will mention in this brief paper.

Keywords: LMS, Schoology, e-learning, blended learning

1. Previous Studies on Schoology

E-learning is a way of teaching and learning from distance via internet, online platforms, computers, and smartphones. Due to the rapid spread of coronavirus, universities and schools are forced to use e-learning. Different online platforms are used for e-learning. Some universities use Google Classroom; other universities use Edmodo, while others use Schoology. Zoom and FCC (Free Conference Call) are also used for e-learning.

Schoology is a social learning network and an e-learning platform used for teaching and learning from distance. It improves learning through collaboration and communication (group works). It amazingly helps increasing access to curriculum and supplemental contents. According to Low (2017), Schoology offers the following features: Course, Group Discussion, Resources, Quiz, Attendance and Analytics.

Manning, Brooks, Crotteau, Diedrich, Mosser, and Zwiefelholfer (2011) illustrate that Schoology is a free and secure social and learning platform. Its design is similar to that of Facebook in which there are conversations, messages, comments. In Schoology, information and other media such as photos and videos can be shared.

Purnomo, Machromah, and Sari (2018) demonstrate that Schoology is an important learning platform in calculus courses. The results of their article showed that Schoology helped students “to learn the materials, do the exercises first before attending the class, and facilitated them to collect tasks” (7).

Muhtia, Suparno, and Sumardi (2018) elaborate that Schoology is important in blended learning. In their article ‘Blended Learning Using Schoology as an Online Learning Platform’, they demonstrate that it is important to raise teachers’ awareness about the crucial role of technologies in their practices. They encourage teachers to use e-learning platforms such as Schoology in blended learning.

Rosalina (2018) conducted a study entitled “Analysis the use of Schoology e-learning towards students’ learning motivation enhancement in STKIP Surya”.  The aim of the article is to analyse the use of Schoology e-learning as a potential tool for students’ motivation in blended learning and e-learning and also to test the students’ attitude and opinion towards the use of Schoology as an effective e-learning platform. The researcher used non-random sampling technique of 30 students from the STKIP Surya. To get accurate results, data collected twice using a questionnaire, observation sheet, interview, and documentation. The results of the study found out:

Percentage of Likert Scale overall from the first and second data collection result got the same category i.e 77.30% and 79.05% with very high category which means the students were motivated using schoology e-learning, 2) The result of observation sheet in the first and the second data collecting got the same result that most student were happy to learn using schoology e-learning,3) The result of interview between the two were the same that means most students were motivated by learning using schoology e-learning because of its easyness, friendly look, and challenging way of doing the task (89).

Table (1): Percentage of likert scale at the first data collection

Table (2): Percentage of likert scale at the second data collection

The aforementioned two tables are adopted from Rosalina (2018: 93). The tables show the fact that students are happy in using Schoology and their score is very high. The article also proves that Schoology contributes to students’ motivation in blended learning and e-learning.

Warsito, Haryono, and Wibawanto (2019) demonstrate that the use of Schoology in teaching is crucial for the development of the educational system as a whole such as distant and e-learning. It is also effective and important in terms of tasks collection and delivery.

Suryati, Suryana, and Kusnendi (2019) show that Schoology based learning platform helped influence the level of students’ metacognitive thinking skills. The ability of metacognitive thinking skills in the students who are using Schoology is higher than those using other conventional learning models.

Karyawati and Ndadari (n.d.) demonstrate that Schoology as a Learning Management System created good atmosphere in classroom, motivated passive students to give their opinion through online learning, and helped students in learning English.

Sicat’s (2015) study aims to test whether Schoology as an LMS can be an effective tool for enhancing college students’ proficiency in business writing. The study proves that students’ proficiency in business writing can be further enhanced through the use of Schoology.

Astuti (2019) demonstrates that Schoology not only helps and supports students in learning English but also it helps and supports teachers in English learning by creating ‘paperless culture in education, give online assignments and online assessments to the students even connect in discussion with other lecture about certain topic’ (64).

Irawan, Sutadji, and Widiyanti (2017) elaborate in their study that there is a significant difference in the learning outcomes between students with blended learning based on Schoology and students with problem based learning model (sig p = 0.000 < α = 0.05).

Johnson (2018) concludes that Schoology has an effective role in the Japanese higher education system.

the overall benefits of Schoology, including ease and speed of feedback, individually-oriented possibilities, and portability, combined with an increasing need for students to become comfortable with information technology, serve to outweigh these weaknesses overall. The author tentatively recommends wider usage of Schoology as one possible LMS within the Japanese higher education system, particularly within English-language courses (68).

Ardi’s (n.d.) study found out that Schoology helped the students to exercise autonomy in English for Academic Purposes (EAP) learning classes. The students were able to control over learning management, cognitive process, and selection of learning materials. Schoology helped facilitating the interaction among students. Schoology as a mobile application enables students to learn English quickly. The learning platform which is rich with learning materials encouraged students to develop their learning from other online materials.

In their study entitled ‘The Acceptance of Schoology among Early Childhood Education Student at Mara Poly-Tech College (KPTM), Daud and Ghani (2017) demonstrate that students show a positive response in using Schoology due to its easiness, flexibility, and various features.

Amalia’s (2018) study entitled ‘Students’ Perception of Online Assessment Use in Schoology in EFL Classrooms’’ aims to show the students’ perception of the use of online assessment with the assistance of Schoology. The study found out that students show positive perception towards the use of online assessment due to the easy and flexible use of Schoology.

Schlager (2016) illustrates that “students, teachers, parents and technology integration experts have both shared and unique concerns, desires, and suggestions pertain to Schoology use in their setting” (3).

In their study entitled “Schoology as an Alternative to Traditional Teaching Tools for University Students”, Garcia, Amat, Garcia, and Colomina (2018) use a sample composed of 135 students. The sample is divided into two groups. One group is taught through a traditional methodology while the second group is taught through using Schoology. The group which is taught under Schoology platform is more positive than the group which is taught under traditional ways. This indicates that the proficiency of the students can be further enhanced using Schoology platform.

Burgstrom’s (2017) study concerning the impact of Schoology on student achievement suggests that Schoology is an effective learning platform for students. The researcher quantitatively proved that:

Students are seeing higher assessment scores when given student completion requirements such as 100% mastery. Qualitatively, the survey shows students are recognizing the ability of Schoology to aid in their individual learning, allowing them to pace their own learning in the classroom (4).

Çepik, Gönen and Sazak (2016) illustrate that Schoology offer teachers and students easy and flexible interaction and communication. It also enables teachers to monitor and track the progress of their students, offers teachers best online tools for sending their lectures, materials, tests, and results in an easy and quick way. Through Schoology, teachers can send their lectures in the form of text files, audio, image, video, and even via a link.

Camahalan and Ruley (2014) elucidate that through the use of Schoology in blended learning, students became more eager to learning and their writing skill improved.

2. Benefits of Schoology in E-Learning

The previous studies on Schoology proved that Schoology, as an LMS, is an effective, easy, and flexible tool that can effectively contribute to the development of learning from distance, especially in blended learning and e-learning.

Rosalina (2018: 91) lists the following educational features and benefits of Schoology:

1. Personalized homepage
2. Course profiles
3. Flexible instructional tools
4. Badges
5. Calendar
6. Online homework submission
7. Create assignment and events
8. Create test and quiz
9. Extended file support
10. Mobile learning making
11. Online gradebook and attendance
12. Customized grading options
13. Standards and outcomes alignment
14. Track student usage and course analytics
15. Marketplace application
16. Email address and username support

In addition to the aforementioned educational features of Schoology, Rosalina (2018: 91) mentions that Schoology has also social features:

1. User connections (professional network)
2. Messaging, customizable notification
3. Announcements
4. Discussions
5. Group workspace

Muhtia, Suparno, and Sumardi (2018: 174) mention some potentials of Schoology such as easy and flexible use, security and safety, and effective tools and resources for teachers. They also found out when Schoology was used with blended learning, the lessons become more enjoyable, students’ self-confidence and responsibility were increased, students were more encouraged to think critically, interaction and communication were increased between teachers and students; students and their peers, students were more motivated and became more enthusiastic to learn outside classroom, students’ positive attitude to learn outside classroom was developed and increased, teachers bid their administrative tasks more easily, and students’ achievements were improved.

Schoology provides students quick access to relevant information. Through Schoology, teachers can build courses, upload their lectures and lessons, create assignments and discussions, grade submissions, and test and quiz their students online. Through Schoology, teachers can list or schedule events or activities. This helps keep everyone in touch and on the same page. Schoology offers automated gradebook and attendance. Schoology also provides easy communication, posts, updates, messages, and comments. Through Schoology, everyone can be simply informed (see Schoology Enterprise Package).

For teachers, Schoology is:

1. Centralizing the common curriculum and instructional materials
2. Simplifying collaboration among teachers and instructional staff
3. Providing tools that increase student engagement and acceleration
4. Real-time communication between teachers and students

For students, Schoology is:

1. Preparing students for the world of work and/or college
2. Allowing students to access classroom materials 24/7 so learning can take place anywhere, anytime
3. Allowing for students to participate in hybrid learning opportunities
4. Allowing students who are in extracurricular activities and absent access to their coursework so they don’t fall behind

For parents, Schoology is:

1. Providing parents a more in-depth experience about what students are learning in classrooms
2. Allowing parents to have updates via Schoology App or internet site
3. Talking to teachers whenever they have a question rather than having to stop by the school

For more information, see a paper entitled (What is Schoology?). Its link is written in the references.

3. Obstacles

Using Schoology in educational institutions is not an easy task. Such decision needs previous planning and preparation. Many countries, especially those which have low income and high poverty rates definitely face difficulties in applying e-learning and such learning platforms. Such difficulties include lack of internet access, poverty, insufficient infrastructure, poor training, and lack of technological knowledge and skills (Muhtia, Suparno, and Sumardi, 2018).

The following obstacles are taken from 2018-2019 “The State of Digital Learning in K-12 Education: An EdTech Study Powered by 9,279 Education Professionals”:

1. Lack of Student access at home
2. Insufficient time to teach individual students who need it most
3. Not enough devices such as laptops, tablets….
4. Poverty
5. Poor or unreliable network connections
6. Lack of student engagement
7. Discipline issues
8. Lack of institutional funding
9. Lack of mentorship/guidance outside of school
10. Hardware that is inadequate to the educational tasks
11. Conclusions

This study is a review paper about the use of Schoology in e-learning. The previous studies proved that Schoology can be an effective, easy, and flexible LMS platform for e-learning and blended learning. The platform has many advanced educational features for teachers and students in times of COVID-19 lockdown. Such features are clearly presented in the previous studies and benefits of Schoology sections respectively. Countries with low income and high poverty rates need to do lots of hard work in order to be able to apply e-learning and use Schoology as a useful and effective learning platform. The study also recommends that educational institutions are in need of using innovative and developed media and technology in their teaching process. Learning is not limited to some students, a teacher, and a blackboard in a classroom.

References

Amalia, R. (2018). Students’ Perception of Online Assessment Use in Schoology in EFL Classroom. Unpublish Undergraduate Thesis. Sunan Ampel State Islamic University.

Ardi, P. (n.d.). Promoting learner autonomy through Schoology m-learning platform in an EAP class at an Indonesian university. Teaching English with Technology, 17(2), 55-76.

Astuti, E. (2019). Schoology and its contribution in English learning. 3rd English Language and Literature International Conference (ELLiC) Proceedings – (ELLiC Proceedings Vol. 3.

Burgstrom, L. (2017). The Impact of Student Completion Requirements Using an LMS (Learning Management System) on Student Achievement and Differentiated Instruction in the Classroom.” Education and Human Development Master’s Theses. 721. http://digitalcommons.brockport.edu/ehd_theses/721

Camahalan, F. M. G., & Ruley, A. G. (2014). Blended learning and teaching writing: A teacher action research project. Journal of Instructional Pedagogies, 15, 1-13.

Çepik, Ş., Gönen, K., & Sazak, M. K. (2016). ELT instructors‟ attitudes towards the use of Blended Learning in tertiary level English language programs. International Journal of Human Sciences, 13(1), 1715-1730.

Daud, W. & Ghani, M. (2017). The acceptance of Schoology among early childhood education student at Mara Poly-Tech college (KPTM). Journal of Global Business and Social Entrepreneurship, (3) 6, 133–142

Garcia, L., Amat, S., Garcia, N. & Colomina, S. (2018). Schoology as an alternative to traditional teaching tools for university students. Proceedings of EDULEARN18 Conference2nd-4th July 2018, Palma, Mallorca, Spain

Irawan, V., Sutadji, E. & Widiyanti. (2017). Blended learning based on Schoology: Effort of improvement learning outcome and practicum chance in vocational high school. Cogent Education. http://dx.doi.org/10.1080/2331186X.2017.1282031

Johnson, A. (2018). Implementing the Schoology Learning Management System in Japanese Higher Education. Retrieved from https://core.ac.uk/download/pdf/234044752.pdf

Karyawati, A. & Ndadari, K.  (n.d.). Learning, Beliefs, and Challenges: Students’ Perspectives on Schoology in English Learning. Retrieved from https://ieltcon.weebly.com/uploads/4/2/3/4/42343687/1_alif_karyawati___kandi_lintang_schoology.pdf

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Manning, C., Brooks, W., Crotteau, V., Diedrich, A., Mosser, J., & Zwiefelholfer, A. (2011). Tech tools for teachers by teachers: Bridging teachers and students. Wisconsin English Journal. 53(1). pp. 24-28.

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Purnomo, M., Machromah, I. & Sari, C.  (2018). Using Schoology in Calculus Course. The International Conference on Mathematical Analysis, Its Applications and Learning.

Rosalina, M. (2018). Analysis the use of Schoology e-learning towards students’ learning motivation enhancement in STKIP Surya. Indonesian Journal of Science and Education, 2(1), 89-95.

Schlager, D. (2016). Schoology: The Adoption of a Learning Management System. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/191.

Schoology 2018-2019 “The State of Digital Learning in K-12 Education: An EdTech Study Powered by 9,279 Education Professionals. Retrieved from https://info.schoology.com/rs/601-CPX-764/images/Schoology%27s%20State%20of%20Digital%20Learning%202018-19.pdf

Schoology Enterprise Package (Includes Basic Package). Retrieved from http://www.region18.org/uploaded/faculty/tnoyes/docs/Schoology_Packages.pdf

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of Information and Communication Technology Grade VII using flipped- learning approach. Innovative Journal of Curriculum and Educational Technology, 8(1), 1-10.

What is Schoology? Retrieved from:    https://www.wasd.org/data/StreamFile.aspx?loc=secureFiles&file=What%20%20is%20Schoology.pdf&download=true