UNLOCKING ENGAGEMENT: THE ROLE OF EDPUZZLE IN AUGMENTING PARTICIPATION AND ENHANCING RESPONSES DURING CONTEMPORARY ISSUES DISCUSSIONS
DOI:
https://doi.org/10.69546/63179tc1Keywords:
Edpuzzle, prior knowledge, quality of responses, online learning tool, class engagementAbstract
The challenges seen in the pre-observations of online synchronous sessions, where students are struggling to participate actively in class discussions, were the motivation for this study. The main objective of this study is to determine whether Edpuzzle increased actual participation and improved the quality of the responses of the students during synchronous sessions. The study utilized an action research design, which resulted in various findings and insights. From the observations that were analyzed through researcher-made scoring guidelines and extensive thematic analysis of the FGD, results reveal that even though Edpuzzle can activate the prior knowledge of the students, it is not sufficient for them to be able to respond excellently during synchronous sessions since the questions that students were involved in Edpuzzle catered only to lower-order thinking skills. This study therefore concludes that Edpuzzle is instrumental in increasing students’ participation during asynchronous sessions. However, it cannot necessarily improve the quality of their responses to the teacher’s queries in synchronous sessions. With this, researchers recommend that teachers embed more higher-order thinking questions in Edpuzzle videos to gradually develop the students’ critical thinking competencies and prepare them for synchronous discussions.References
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Azlan, C. A., Wong, J. H. D., Tan, L. K., Huri, M. S. N. A., Ung, N. M., Pallath, V., Tan, C. P., Yeong, C.H., & Ng, K. H. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic–A case study from Malaysia. Physica Medica, 80, 10-16. https://doi.org/10.1016/j.ejmp.2020.10.002.
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DepEd Order No. 012. (2020). The basic education learning continuity plan in the time of COVID-19. Available online at www.deped.gov.ph
Di Cesare, D. M., Kaczorowski, T., & Hashey A., (2021). A piece of the (Ed)Puzzle: using the Edpuzzle interactive video platform to facilitate explicit instruction. Journal Special Education Technology, 36 (2), 77-83. https://doi.org/10.1177/0162643421994266
Giyanto., Heliawaty, L. & Rubini, B. (2020). The effectiveness of online learning by Edpuzzle in polymer materials on students’ problem-solving skills. In IOP Conference Series: Materials Science and Engineering, 959(1), 012006. doi:10.1088/1757-899X/959/1/012006.
Gordon, N. (2014). Flexible pedagogies: Technology-enhanced learning. The Higher Education Academy, 1-24. https://www.hv.se/globalassets/dokument/stodja/paper-theme-3.pdf.
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Melgaard, J., Monir, R., Lasrado, L. A., & Fagerstrøm, A. (2022). Academic procrastination and online learning during the COVID-19 Pandemic. Procedia Computer Science, 196, 117-124.https://doi.org/10.1016/j.procs.2021.11.080.
Mischel, L. J. (2018). Watch and learn? Using Edpuzzle to enhance the use of online videos. Management Teaching Review, 4(3), 283-289. https://doi.org/10.1177/2379298118773418.
Silverajah, V. S. & Govindaraj, A. (2018). The use of Edpuzzle to support low-achievers development of self-regulated learning and their learning of chemistry. International Conference on Education Technology and Computers, 259–263. https://doi.org/10.1145/3290511.3290582.
Parsons, R., & Brown, K. (2002). Teacher as reflective practitioner and action researcher. Belmont, CA: Wadsworth/Thomas.
Ware, E. (2021). Edpuzzle. Journal of the Medical Library Association, 109(2), 349-350. https://doi.org/10.5195/jmla.2021.1202.
Aslan, R. & Sahin, M. (2020). ‘I feel like I go blank’: Identifying the factors affecting classroom participation in an oral communication course. Teflin Journal, 31(1), 19-43 http://dx.doi.org/10.15639/teflinjournal.v31i1/19-43.
Azlan, C. A., Wong, J. H. D., Tan, L. K., Huri, M. S. N. A., Ung, N. M., Pallath, V., Tan, C. P., Yeong, C.H., & Ng, K. H. (2020). Teaching and learning of postgraduate medical physics using Internet-based e-learning during the COVID-19 pandemic–A case study from Malaysia. Physica Medica, 80, 10-16. https://doi.org/10.1016/j.ejmp.2020.10.002.
Carney, S. J. (2017). The effects of interactive tools in a flipped chemistry classroom. Montana State University, Bozeman, Montana, United States. https://scholarworks.montana. edu/xmlui/handle/1/13643.
DepEd Order No. 012. (2020). The basic education learning continuity plan in the time of COVID-19. Available online at www.deped.gov.ph
Di Cesare, D. M., Kaczorowski, T., & Hashey A., (2021). A piece of the (Ed)Puzzle: using the Edpuzzle interactive video platform to facilitate explicit instruction. Journal Special Education Technology, 36 (2), 77-83. https://doi.org/10.1177/0162643421994266
Giyanto., Heliawaty, L. & Rubini, B. (2020). The effectiveness of online learning by Edpuzzle in polymer materials on students’ problem-solving skills. In IOP Conference Series: Materials Science and Engineering, 959(1), 012006. doi:10.1088/1757-899X/959/1/012006.
Gordon, N. (2014). Flexible pedagogies: Technology-enhanced learning. The Higher Education Academy, 1-24. https://www.hv.se/globalassets/dokument/stodja/paper-theme-3.pdf.
Macagba, J., Cabeltes, C., Pacaldo, K., & Cabuag, NM. (2021). Exit ticket as intervention in XUJHS Grade 8 TLE – Cookery in digital learning. Unpublished Research.
Melgaard, J., Monir, R., Lasrado, L. A., & Fagerstrøm, A. (2022). Academic procrastination and online learning during the COVID-19 Pandemic. Procedia Computer Science, 196, 117-124.https://doi.org/10.1016/j.procs.2021.11.080.
Mischel, L. J. (2018). Watch and learn? Using Edpuzzle to enhance the use of online videos. Management Teaching Review, 4(3), 283-289. https://doi.org/10.1177/2379298118773418.
Silverajah, V. S. & Govindaraj, A. (2018). The use of Edpuzzle to support low-achievers development of self-regulated learning and their learning of chemistry. International Conference on Education Technology and Computers, 259–263. https://doi.org/10.1145/3290511.3290582.
Parsons, R., & Brown, K. (2002). Teacher as reflective practitioner and action researcher. Belmont, CA: Wadsworth/Thomas.
Ware, E. (2021). Edpuzzle. Journal of the Medical Library Association, 109(2), 349-350. https://doi.org/10.5195/jmla.2021.1202.
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Published
2023-11-04
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PEDAGOGY
