Padlet for Remote Learning: Lessons Learned

Abstract

The ways students learn now have changed. Students are no longer attending face-to-face sessions; they must adapt to learning remotely. While face-to-face sessions rely on physical tools to assist in teaching and learning, remote learning relies on digital tools such as video conferencing platforms, including Zoom, Microsoft Teams (MsTeams) and Google Meet; and software or applications to collaborate, including Padlet and Jamboard Google. The objective of this paper is to examine the use of Padlet for remote learning. To fulfil the objective, two research questions will be answered; firstly, what are the perceptions of students after learning with Padlet, and secondly, what are the best possible approaches to enhance students’ remote learning experience using Padlet and other collaborative software or applications. The methodology adopted for this paper is qualitative in nature, where convenience sampling was used. Questions were asked in the course WhatsApp groups and students were invited to answer them voluntarily. Findings suggest that students are positive about using Padlet and that they become more active in remote learning. On the other hand, ensuring and maintaining students’ focus pose a massive challenge too. The paper closes with two suggestions to enhance students’ experience learning remotely.