Title: Exploring the Use of Padlet in Synchronous Learning: Students’ Perceptions of its Advantages and Disadvantages
Authors: Fauzul Etfita, Sri Wahyuni, Estika Satriani, Alber Alber, Asnawi Asnawi
Location: https://jeltl.org/index.php/jeltl/article/view/819/pdf
In a study of online learning through teaching English as a second language, researchers used Padlet as a classroom tool and analyzed students’ perceptions of their learning with that tool. I found this study appealing as I liken my own computer science classes to learning a new language, and any tool that gets students motivated and practicing that language can be beneficial for my classroom. Students were queried on the advantages and disadvantages of Padlet, which can inform my teaching practice should I use Padlet in my own classroom. Some of the results in the study were that “using Padlet to create small learning communities helped students at developing their knowledge and their psychological and cognitive engagement”, that “the students developed a sense of self-confidence and motivation”, and that “Padlet is an incredibly simple-to-use application that allows for a wide variety of interactions.” On the whole, any disadvantages proposed to the students about Padlet were roundly rejected, as the students were effectively engaged and invested in their own learning enough to overcome and potential negative affects of using Padlet in the classroom.
This study give me a lot of confidence in trying out Padlet in my own classroom. It is like having a teacher you respect coming to you with a great idea that has worked for them in their own classroom. One tends to give more thought to attempting something when someone else has already had success with it. I am looking forward to using Padlet in either my computer science or math classes, or both!
Reference:
Fauzul Etfita, Sri Wahyuni, Estika Satriani, Alber, A., & Asnawi Asnawi. (2022). Exploring the Use of Padlet in Synchronous Learning: Students’ Perceptions of its Advantages and Disadvantages. Journal of English Language Teaching and Linguistics, 7(2), 271–282. https://jeltl.org/index.php/jeltl/article/view/819/pdf