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.","abstract_html":"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.</p><p> 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.","abstract_has_math":false,"creators":["Hodge, Ashley"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Instructional Technology (EdDIT)","degree_department":null,"school":null,"contributors":["Misook Heo","Marie Martin","James Schreiber"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-01-01T08:00:00Z","date_published":"2015-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:46Z","subjects":["Education","Digital age learners","Educational technology","Modern day students","Online learning","Online social networks","Professional learning community"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/653","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Misook Heo","Marie Martin","James Schreiber"]},{"key":"dc:creator","label":"Author","values":["Hodge, Ashley"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-08-03T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Instructional Technology (EdDIT)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Digital age learners","Educational technology","Modern day students","Online learning","Online social networks","Professional learning community"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/653"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["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.
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."]},{"key":"dc:title","label":"Title","values":["Teachers' Perceptions of an Online Social Network as an Instructional Platform: The Impact of an Edmodo-Based Professional Development Workshop"]}]}],"canonical_facts":{"dc:contributor":["Misook Heo","Marie Martin","James Schreiber"],"dc:creator":["Hodge, Ashley"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["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.
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."],"dc:identifier":["https://dsc.duq.edu/etd/653"],"dc:language":["English"],"dc:subject":["Education","Digital age learners","Educational technology","Modern day students","Online learning","Online social networks","Professional learning community"],"dc:title":["Teachers' Perceptions of an Online Social Network as an Instructional Platform: The Impact of an Edmodo-Based Professional Development Workshop"],"thesis:degree_discipline":["Instructional Technology (EdDIT)"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["EdD"]},"updated_at":"2026-07-24T02:09:46Z"}