A learning management system (LMS) is an online tool that is used to “create web-based online learning materials and manage learning activities” and to store, manage, communicate, and distribute resources and information (Sulisworo et al., 2020). LMS can be used for blended learning, which can include face to face instruction, e-learning activities, video streaming, and both synchronous and asynchronous communication. Studies have shown that blended courses have advantages over traditional courses. This may be due to the fact that learning activities can be done outside of the normal class times giving students more flexibility (Sulisworo et al., 2020).
Schoology is a web-based LMS that my school adopted in the 2020-21 school year. According to the PowerSchool/Schoology website, “Schoology Learning empowers schools and districts to keep the learning going for students and staff. Intuitive tools enable teachers to build and deliver personalized instruction, increase communication, collaborate, and access interactive staff development.” Teachers can create and assign many types of assignments and tasks, and students can access these through their smartphones, Chrome apps, or through the website (Garges, 2021). In a comparative study of Google Classroom and Schoology done by Sulisworo et al. (2020), Schoology was more favorably received because of its flexibility, simplicity, ease of use, and the availability of a variety of resources available.
A collaborative learning environment must include cognitive presence, social presence, and teaching presence. The characteristics of this type of environment include being open and mindful in discussions, providing accountability for the group and individual, developing positive interdependence and interpersonal skills, and monitoring progress (Lin, 2018; Lin et al., 2016). Collaborative learning is a method of instruction where small groups of students “work together toward a common goal,” and it is important because students who collaborate at higher levels have better problem-solving performance (Lin et al., 2016).
Cognitive presence
Cognitive presence happens when learners are able to construct and confirm meaning through collaboration and inquiry with classmates (Boettcher & Conrad, 2012; Description: Cognitive Presence, n.d.). It also involves critical thinking and collaborative problem-solving through student-to-student and student-to-faculty interactions (Types of Presence, n.d.). Practical inquiry, critical thinking, and community-building are all essential components of cognitive presence, and cognitive presence requires reflection (Boettcher & Conrad, 2012).
Schoology can be used to facilitate cognitive presence in many ways. A triggering event (challenge, problem) can be sent to students via video, discussion, or assignment. Students can collaboratively explore and brainstorm the problem or challenge through an online discussion on Schoology or on a Google Doc shared through Schoology. Then, students use this information to create a solution to the challenge or problem and present their solutions to the class using a video or other medium of their choosing. Palmer (2020) compiled 20 ways to create cognitive presence online, and most of her list can be implemented using Schoology, including providing a variety of assignments, a variety of content types, assessments, reflection assignments, discussions, group work, using rubrics for peer-review and teacher-graded assignments, providing examples, student contribution of materials, and frequent feedback opportunities.
Social presence
Social presence is when learners project their personal characteristics into learning community, so that others can see them as real people instead of a name on a screen (Description: Social Presence, n.d.). This is important at the beginning of a course to build trust and connections. In order to engage in course content by collaborating with others to construct meaning, there must be a climate of trust (Boettcher & Conrad, 2012; Types of Presence: Cognitive and Social Presence, n.d.). Social presence can be built by using humor, expressing emotions, referring to the work of other students in a discussion, conversing with each other through questions or agreements, engaging in small talk, and by using each other’s names.
Schoology’s design is similar to social media, and students can start conversations, respond to the statuses posted by other students, and send messages (Sulisworo et al., 2020). Schoology can also be used to facilitate social presence through the use of discussion boards, badges, and through clearly stated goals. Teachers can build social presence by setting up Schoology in a way that is usable for students and by modeling appropriate behavior in online forums, calling students by their names, and recognizing their progress (Types of Presence: Cognitive and Social Presence, n.d.). Schoology allows teachers to provide feedback in various ways including interactive comments, forums, email, and messages. Students can also access their grades and feedback through Schoology (Sulisworo et al., 2020).
Teaching Presence
Teaching presence is the “design, facilitation, and direction of cognitive and social processes” in order to accomplish relevant and worthwhile educational outcomes (Description: Teaching Presence, n.d.). In addition to modeling appropriate behavior in discussions, teachers make sure the whole group is involved, help to set the pace of and guide the discussion (Lin, 2018). Teaching presence can be improved by making sure you know how to use the technology tools, building trust, setting up the classroom in a way that is easy to use, and making sure the technology serves the learner. Teaching presence includes being seen and heard, but other forms of interaction are equally or more important. This includes being responsive to students, having clear channels of communication (emails, announcements, hotlines, etc.), being sure there is clarity in course organization and in the design/delivery of lessons, and giving student opportunities to provide teacher feedback, (Terada, 2020).
Schoology has features that enable collaborative work and teacher facilitation (Sulisworo et al., 2020). One way Schoology can be used to create a strong teaching presence is to create a central hub where resources are gathered for commonly asked questions and tasks (Terada, 2020). From my personal experience, many of the points made in Terada’s article regarding improving teaching presence are very good. Creating a simple Schoology homepage that is easy to navigate along with an information hub (see below) that is front and center on my Schoology page has helped my students find what they need and complete the learning activities. Schoology can be used for delivering content in many different ways. It can also be used to send emails, announcements, and provide feedback on assignments.
The Schoology LMS has many advantages. I like this learning environment because it is very flexible and adaptable, and it has some course personalization options. It can be used for many things such as:
· discussions,
· group projects,
· personalizing learning for specific student needs,
· allowing for multiple assignment types for student choice,
· sharing documents, videos and other resources,
· assessments and tracking mastery,
· feedback and
· communication.
There are also some drawbacks to Schoology that I have observed. I have heard people call it “clickology” because it often takes so many clicks to get to the place in the LMS that you want to go, especially when creating content. It is also not always as intuitive as advertised. Training, and more than just an hour of it, is needed for teachers to understand what the LMS can do for them and students. There are a ton of features, but unless a teacher has had proper training, he or she may never know what the feature does and how it could be helpful to them. We have teachers at my school who don’t like using Schoology because they were never properly trained. Schoology, while set up similarly to a social media platform, is also not always intuitive to students. They require training in how to navigate the courses as well.
References
Boettcher, J. V., & Conrad, R. M. (2012, August 13). Home. Designing for Learning. Retrieved September 20, 2021, from http://designingforlearning.info/ecoachingtips/ecoaching-tip-36/.
Description: Cognitive Presence. Coi. (n.d.). Retrieved September 20, 2021, from https://coi.athabascau.ca/coi-model/description-cognitive-presence/.
Description: Social Presence. Coi. (n.d.). Retrieved September 20, 2021, from https://coi.athabascau.ca/coi-model/description-social-presence/.
Description: Teaching Presence. Coi. (n.d.). Retrieved September 20, 2021, from https://coi.athabascau.ca/coi-model/description-teaching-presence/.
Garges, C. (2021, April 21). Schoology review for teachers. Common Sense Education. Retrieved September 20, 2021, from https://www.commonsense.org/education/website/schoology#:~:text=Schoology%20is%20a%20web%2Dbased,%2C%20Android%2C%20and%20Chrome%20apps.&text=Teachers%20can%20create%20assessments%20and,using%20Schoology's%20built%2Din%20gradebook.
Lin, L., Mills, L., & Ifenthaler, D. (2016). Collaboration, multi-tasking, and problem-solving performance in shared virtual spaces. Journal of Computing in Higher Education.
Lin, L. (2018). An online learning model to facilitate learners’ rights to education. Journal of Asynchronous Learning Networks, 12(1), 127-143.
Palmer, K. (2020, June 5). Online cognitive presence. Center for Teaching Excellence. Retrieved September 20, 2021, from https://cte.virginia.edu/resources/online-cognitive-presence
Sulisworo, D., Ummah, R., Nursolikh, M., & Rahardjo, W. (2020). The analysis of the critical thinking skills between blended learning implementation: Google Classroom and Schoology. Universal Journal of Education Research, 8(3B), 33-40.
Types of Presence: Cognitive and Social Presence. Types of Presence: Cognitive and Social Presence: IU - Teaching Online. (n.d.). Retrieved September 20, 2021, from https://canvas.ucdavis.edu/courses/34528/pages/types-of-presence-cognitive-and-social-presence?module_item_id=5004.
Terada, Y. (2020, September 4). 5 research-backed Tips to improve your online teaching presence. Edutopia. Retrieved September 21, 2021, from https://www.edutopia.org/article/5-research-backed-tips-improve-your-online-teaching-presence.
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