Figure 2 - uploaded by Kizzy Beaumont
Content may be subject to copyright.
Source publication
Google Classroom is a free web service, providing a collaborative tool allowing users to create virtual classrooms, where by they can post assignments, organise folders, and view documents in real time. Google Classroom was initially adopted by the Student Learning Department at Keele University to create a blended approach to university-wide frees...
Citations
... These digital platforms and software applications facilitate remote learning, content creation, student engagement, and assessment in virtual environments Al-Fraihat et al. [2020], Martin and Bolliger [2018]. They also have a crucial role in modern education, especially in the context of engineering disciplines Sivapalan et al. [2016], science education Rutten et al. [2012], language learning González-Lloret [2020], and overall digital transformation of education Beaumont [2018]. These tools, ranging from digital collaboration platforms like Zoom Minhas et al. [2021], Gunawan et al. [2021], Microsoft Teams Rojabi [2020, and Google Classroom Beaumont [2018] to interactive video-based learning and simulation tools Gordillo et al. [2022], have been shown to enhance student engagement, motivation, and learning outcomes in various educational settings Vermeulen and Volman [2024]. ...
... They also have a crucial role in modern education, especially in the context of engineering disciplines Sivapalan et al. [2016], science education Rutten et al. [2012], language learning González-Lloret [2020], and overall digital transformation of education Beaumont [2018]. These tools, ranging from digital collaboration platforms like Zoom Minhas et al. [2021], Gunawan et al. [2021], Microsoft Teams Rojabi [2020, and Google Classroom Beaumont [2018] to interactive video-based learning and simulation tools Gordillo et al. [2022], have been shown to enhance student engagement, motivation, and learning outcomes in various educational settings Vermeulen and Volman [2024]. By incorporating features like learner-centered approaches, fast feedback mechanisms, and modern technologies, online learning tools not only improve the quality of education but also make the learning process more efficient for students Pokotylo [2023]. ...
In online education, innovative tools are crucial for enhancing learning outcomes. SAM (Study with AI Mentor) is an advanced platform that integrates educational videos with a context-aware chat interface powered by large language models. SAM encourages students to ask questions and explore unclear concepts in real-time, offering personalized, context-specific assistance, including explanations of formulas, slides, and images. In a crowdsourced user study involving 140 participants, SAM was evaluated through pre- and post-knowledge tests, comparing a group using SAM with a control group. The results demonstrated that SAM users achieved greater knowledge gains, with a 96.8% answer accuracy. Participants also provided positive feedback on SAM's usability and effectiveness. SAM's proactive approach to learning not only enhances learning outcomes but also empowers students to take full ownership of their educational experience, representing a promising future direction for online learning tools.
... The part that is rarely used is the People feature because it is sufficient to enter a class member only once. Google Classroom has been used by teachers for a variety of purposes, including increasing student participation (Beaumont, 2018). It is a simple LMS intended to substitute for face-to-face interaction, so that teachers can present a lesson without any complex processes (Sartika, 2021). ...
Google Classroom has been frequently used as an e-learning platform to substitute for Learning Management System (LMS), and the use of its features (Classwork, Stream, People, etc.) varies among teachers with different goals, focuses, and familiarity. However, research has not addressed how the selection of Google Classroom features affects students learning experience. Therefore, this study was aimed at finding out how Google Classroom features should be used to better facilitate online learning among students in English as a foreign language (EFL) classes. The data for this research was collected from ten leading schools in Indonesia, and 373 students participated in this study. Two questionnaires were used and delivered online, i.e. a Google Classroom Use questionnaire with Google Classroom features, consisting of 23 items, and a Technology Acceptance Model (TAM) questionnaire specified for EFL, consisting of 21 items with four constructs, i.e. usefulness, ease of use, intention, and actual system of use. The data were analyzed using multiple linear regression model to determine the effect of each Google Classroom feature on students’ perception of TAM indicators. The hypotheses were rejected at the significance level of 0.05. The research results show that there is a correlation between both variables. The results also show that Classwork and Stream features were significant predictors for almost all TAM indicators. In this case, Classwork feature covers learning activities, and Stream feature includes interaction or communication facilities. Based on these results, it can be suggested that e-learning needs to facilitate students learning activities (e.g., quizzes, assignments, materials, and schedules) and student interaction/communication (e.g., announcements, notices, discussions, and shared posts). The results of this study contribute to educators and e-learning developers to consider maximizing the use and design of learning activity and interaction features due to their significance in online learning.
... Pendampingan penulisan kreatif dilanjutkan secara daring melalui Google Classroom, media pembelajaran berbasis internet yang dikembangkan perusahaan jasa dan produk internet Google yang membantu guru mengelola kelas dan berkomunikasi dengan siswa secara sinkronus maupun asinkronus. Google Classroom adalah media pembelajaran daring mudah digunakan pengguna karena dapat diakses dengan komputer maupun telepon selular, menggunakan komunikasi tanpa kertas yang ramah lingkungan, membuka komunikasi antara guru dan siswa, serta memudahkan penyebaran informasi dan pengelolaan tugas secara sinkronus (Beaumont, 2018). Guru dan siswa menganggap media daring ini bermanfaat dalam pembelajaran daring (Fauzi et al., 2021;Zakaria et al., 2021). ...
Sekolah Dasar Kristen (SDKr) YBPK Ngaglik Sukun Malang telah melaksanakan Gerakan Literasi Sekolah (GLS) dengan pendampingan oleh tim Pengabdian kepada Masyarakat Fakultas Ilmu Budaya Universitas Brawijaya (FIB UB) sejak tahun 2019. Fokus program pengabdian kepada masyarakat tahun 2022 adalah pendampingan penyusunan antologi karya kreatif. Pengabdian kepada Masyarakat ini bertujuan meningkatkan kompetensi guru sebagai teladan literasi sekolah dan mendorong kreativitas peserta didik. Metode pelaksanaan kegiatan meliputi analisis kebutuhan, pelatihan dan pendampingan menulis kreatif dan menggambar, serta penerbitan antologi karya kreatif guru dan siswa. Lokakarya penulisan karya kreatif bagi guru menghasilkan draf puisi dan cerpen yang kemudian diselesaikan dalam kegiatan pendampingan secara daring. Berdasarkan pengamatan atas puisi dan cerita pendek yang dihasilkan selama kegiatan pendampingan ini, peserta mampu menyampaikan idenya dengan sederhana tetapi mampu mengekspresikan berbagai tema tentang sekolah maupun pendidikan secara umum. Beberapa perbaikan draf karya sastra tersebut antara lain perlunya memperbaiki plot cerita, memperjelas kalimat, memeriksa kesesuaian diksi dengan gagasan yang ingin disampaikan, dan memperbaiki tata bahasa yang digunakan. Pelatihan menggambar untuk siswa akan dilaksanakan sebanyak 4 kali dengan tema lingkungan sekolah dan lingkungan alam. Selama pelatihan menggambar, siswa menunjukkan semangat dan mampu mengikuti petunjuk yang diberikan oleh instruktur. Dua puluh delapan karya sastra dan gambar hasil pelatihan ini kemudian disusun dalam sebuah antologi untuk diterbitkan.
... GC has been found to aid various context of learning, namely collaborative learning (Beaumont, 2018), blended learning (Barari et al., 2020;Raman & Rathakrishnan, 2020), mobile learning and cultivate dynamic learning strategies (de Campos Filho et al., 2019). Shaharanee et al. (2016) conducted empirical research on 100 students to analyse active learning activities on GC and found that it fosters learner-centred education, inquiry-based learning, interactive dialogue, active engagement, and creative thinking. ...
... The selection of Google Classroom and Microsoft Teams as the focal points of this study is underpinned by their prominent positions in the ever-evolving landscape of Learning Management Systems (LMS). These platforms have garnered significant attention and adoption across educational institutions worldwide (Beaumont, 2018;Taghizadeh & Hajhosseini, 2020). However, it is essential to acknowledge the varying trajectories of their emergence and adoption in different educational contexts (Ali et al., 2021;Mamedova et al., 2023). ...
The integration of a learning management system (LMS) into higher education and other educational levels has become a significant factor in the adoption of digital learning approaches. With a vast array of options available, making accurate decisions in this dynamic landscape poses challenges. This paper seeks to streamline the selection process and ensure the most suitable match for an institution's particular goals and needs. This research primarily centres on the investigation of free e-learning platforms, chosen for their cost-effectiveness and alignment with the study's specific scope. Hence, this research explores the preferences of Malaysian educators concerning LMS usage, focusing on a specific comparison between Google Classroom and Microsoft Teams. The research employed a quantitative approach, utilising an online survey to collect and record domain comparisons. The results revealed that educators showed a preference for Google Classroom over Microsoft Teams when it came to teaching and facilitation. Several factors contributed to this preference, as evident from the analysis of the collected data, which fell into three main categories: functional suitability, compatibility, and portability. It is hoped that this study will help Malaysian educators to comprehend the suitability of technology for learning and the exchange of knowledge to benefit the students, institutions and the country in general. Keywords: E-Learning; Language Learning Platform; Learning Management System; Malaysian Educators; Platform Comparison
... This will therefore, allow educational sector such as universities to reduce huge costs around purchasing expensive hardware devices and gadgets with large amounts of moony. Therefore, the transfer of educational provision and engagement to the cloud services will facilitate switching to a format of learning everywhere and anytime since the avenue is all time available [1,2,3,4,5] Cloud computing is an innovative technology that organizations should use to give themselves a technological foundation to deliver their programs effectively [6]. Cloud computing can offer better scalability as well as portability when applied to learning programs by making a wide range of cloud based apps available to prospective clients, like teachers and students, who can help them with their academic objectives [7](Stergiou et al., 2018). ...
... It would be a great idea nowadays to see students leaving the classroom setting with mastery of needed skills and competency such as the ability to create, collaborate, think critically, and communicate effectively. Essentially, with the afore-mentioned it would foster an environment of innovation in schools system as a result of cloud computing implementations which characteristically, it is safe and cost-effective [2,3,4,5] (Peter 2019). In recent time, Cloud Computing technologies is indeed being used by educationist and other organizations because, it involves different forms of independent technologies which include hardware virtualization, distributed processing, utility computing, network system, web services, platform as a service, and software as a service. ...
... But multi-clouds become hybrid clouds if multiple clouds connect through a form of orchestration or integration through third-party tools.. It involves patching together various SaaS, Iaas, PaaS, and other services from multiple providers (or internal IT) to fit current educational uses or business objectives" (Peter, 2019) [2,3,4,5]. ...
The paper examined Cloud Computing Technology: An Effective Tool for Curriculum Delivery in Nigeria Educational Process. This is because the current technology is a paradigm shift towards making the whole process of teaching and learning students’ centre thereby ensuring the development of the needed skills in this 21st Century that include, critical thinking, collaborations and problem solving. Notable to all, majority of students and teachers have one form of technology or the other, such as cell phones, mobile phones and mini-computers which makes it easy to access the internet at their fingertips. With this development, Teaching-Learning and Research in Education will undergone a phenomenal change which would makes the whole process changing so significantly. Hence, the use of these tools in the education sector will strengthen further and reform the system. Because it would enables learning everywhere and all the time. Based on the above, the paper explored the definitions and meaning of cloud computing; Implementation & Use of the tools for Teaching and Learning, were discussed. Similarly, the components structure and its types was identified and explained such as: Public Cloud, Private Clouds and Hybrid Clouds The paper equally, identified Advantages as well as dis-advantages of the use of cloud computing in education. Such advantages include Accessible educational tools; Improved collaboration & Better learning facilities. Lastly, conclusion and recommendations for the improved use of cloud computing in education were highlighted and this include, Educators considering implementing of the cloud into their context for teaching and learning should ensure that the tools can be effectively handle both by the students and teachers in order to achieve the curriculum objectives.
... In comparison, both platforms are functionally identical and offer similar features such as assignment, communication, collaboration and information dissemination.Nonetheless, from the teacher"s perspective, unlike the licensed Frog VLE, Google Classroom is a free web service that is easier to use, especially for Google application users (Beaumont, 2018). This VLE platform is capable of creating an interactive and information-rich educational environment with the integration of other Google applications such as Google Drive, Gmail, YouTube and many more (Bondarenko et al., 2018). ...
The transformation of schools toward educational excellence involves the intervention of school authorities. In line with the Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025, the Frog VLE platforms were implemented in Malaysia as a mega-investment to connect over 10,000 elementary and secondary schools, covering over 5 million students, 500 000 teachers, and 4.5 million parents nationwide.Despite this development, usage of this platform is still quite low. In this regard, a multi-group analysis was conducted to evaluate the school authority's support in determining teachers' continued intention to use VLE platforms in primary schools. A mix of methods was used for this study. In the northern area of peninsular Malaysia, 96,748 teachers are overseeing a total of 7,418 schools. Consequently, more than 384 teachers should be included in the sample size for this study (Krejcie& Morgan, 1970) and (Salkind, 2010). For data collection, simple random sampling was applied. Based on the determined sample size, 85 schools were carefully chosen using the random calculator. From every school, ten teachers were picked as respondents. This generated 850 of the sample (85*10 = 850). Seven hundred nineteen were returned or about 84.0% response rate out of 850 distributed questionnaires. Analysis was carriedout through PLS-SEM measurement and structural analyses as well as the Multi-Group Analysis (PLS-MGA). The results showed high school authority support at mean = 3.82 and standard deviation = 0.29. The findings also found a significant correlation between the support of school leaders and the willingness of Islamic education teachers at r = 0.37. Hence, it is recommended that school leaders increase the encouragement level through motivation, monitoring and activating the Islamic Education teachers to use Frog VLE frequently so that this application will be consistent and expanded.
... 6,5 An online learning environment so called GAPURA was developed within the framework of Google Classroom. 7,8 All platforms for team-based collaboration provide method of e-learning such as Eventbrite 9 , Zoom 10 , WhatsApp, Google Drive and Google Form were used. This paper aims to describe the dynamic learning methods that are still new and adaptable, not only extraneous to students but also to other medical educators. ...
Background: Medical education disruptions as the impact of COVID-19 pandemic transform the way of Faculty of Medicine, Universitas Brawijaya conducted an elective clerkship program session.Aims: We consider evaluating the purpose and passion of 194 medical students that join the 2 weeks virtual Elective Course Program.Curriculum Discussion: Fifty-two tutors and 56 topics are involved. This integrates e-learning program divided into three Google Classrooms elective program. The survey at the end of program expressed the satisfaction of most of the students (59.7%). The online course programs also describe the future plan for the students. Seventy-one per cent students wish to continue specialization programs soon within a year after graduating and this interest is consistent and tends to grow after fifteen years from now.Conclusion: The enthusiasm to pursue a career seems has not been limited due to the COVID 19 Pandemic.
... Similarly, GC enables teachers to seamlessly manage their classes virtually. Several authors enumerated the benefits of using GC; these are simultaneous communication between students and teachers (Bondarenko et al., 2018); paperless classroom (Subandi, 2018); fostering collaboration between students and teachers (Beaumont, 2018), and convenience in managing and organizing tasks (A'yun et al., 2021). Most teachers said GC helped them communicate with students, track academic achievement, save time verifying activities, and give fast feedback. ...
Google Classroom (GC) is a platform used by schools to continue their delivery of instructional processes during the pandemic. This study identified the extent of students' and teachers' utilization of GC's features, their assessment as a learning management system, and their experiences using the platform. Concurrent-nested mixed method was employed. Purposive criterion and random sampling were used for the selection of the participants. Findings revealed significant difference in communication and task management in the features of GC. Ease of access, perceived usefulness, communication and interaction, and perceived instruction delivery demonstrated significant difference. This implies the beneficial use of GC for participants in achieving better results in their heutagogical practices in learning and teaching. Two themes emerged from their experiences of GC. Digital interdependence specifically classifies their experiences as adeptness and ease, effectiveness and efficiency, and engagement, while discomfort, lack of resources, connectivity, and academic honesty are their experiences of technological vulnerability.
... Hibrit eğitim, öğrencilerin öğrenme kaynaklarını ve etkileşim şekillerini çeşitlendirmelerini ve bu sayede öğrenme süreçlerine daha fazla katılımlarını sağlar. Ayrıca, öğretmenlerin de daha özelleştirilmiş bir öğrenme deneyimi sunabilmeleri için fırsatlar sunar (Beaumont, 2018). ...
ÖZET
COVID19 pandemisiyle tanıştığımız hibrit eğitim modeli haytamızın bir parçası haline geldi. Yerel pandemiyle uzaktan ve daha sonra hibrit eğitime geçildi. Hibrit eğitimde sınıfların düzeni, sınıf mevcudu, teknik altyapısı gibi noktalar önemlidir. Sınıflar her iki ortama da uyarlanmalıdır ve öğrencilerin yüz yüze ve çevrim içi eğitim ihtiyaçları karşılanacak şekilde planlamalıdır. Alt yapısı uygun olmayan bina ve sınıflar için hibrit eğitim zordur. Sınıfların fiziksel düzeni de eğiticinin dikkatini dağıtmamalıdır. Hibrit eğitim altyapısının oluşturulması maliyet ve iş yükünü beraberinde getirmektedir. Hibrit eğitimde teknolojik açıdan en önemli nokta kamera açısı ve netliği, mikrofondan sesin iyi aktarılmasıdır. Bu konuda oluşacak aksaklıklar çevrimiçi bağlanan öğrenciye zorluklar oluşturacaktır. Bundan dolayı kamera açılarına, mikrofonun dersi anlatana yakınlığına özellikle dikkat edilmesi lazım. Ayrıca öğrencinin internete erişimin kolaylaştırılması ve interaktif öğrenme araçlarına odaklanması sağlanmalıdır. Hibrit eğitim modelin ekonomik açıdan değerlendirildiğinde öğrenci için daha pozitif bir etkiye sahip olabilirken, eğitim öğretim ortamı tasarımı açısından ek yükler getirir. Öğrenci açısından hibrit eğitim modeli zamanda ve maliyet açısından daha verimli olabilir. Hibrit eğitimde öğrenci kendine göre öğrenme gerçekleştirebilir. Öğretim elemanları için yüksek öğrenci sayıları problemler oluşturur. Gerek yüz yüze gerek çevrim içi ortamda yüksek sayıda öğrenciyi yönetmek zordur. Bazı öğrenciler için interaktif öğrenme araçlarına ulaşmada sorunlar yaşanabilir. Hibrit eğitimin en büyük eksilerinden biri de yaşanacak teknik zorluklardır. Hibrit eğitime eğitici ve öğrencinin adaptasyonu son derece önemlidir.
ABSTRACT
The hybrid education model we met with the COVID19 pandemic has become a part of our lives. With the local pandemic, distance and then hybrid education was introduced. In hybrid education, points such as the layout of the classrooms, class size, technical infrastructure are important. Classrooms should be adapted to both environments and should be planned to meet the face-to-face and online education needs of students. Hybrid education is difficult for buildings and classrooms with unsuitable infrastructure. The physical layout of the classrooms should also not distract the instructor. The creation of hybrid education infrastructure brings cost and workload. The most important point in terms of technology in hybrid education is camera angle and clarity, and good transmission of sound from the microphone. Failures in this regard will create difficulties for the student connected online. Therefore, special attention should be paid to the camera angles and the proximity of the microphone to the lecturer. In addition, it should be ensured that the student's access to the internet is facilitated and focused on interactive learning tools. While the hybrid education model may have a more positive effect for the student when evaluated from an economic point of view, it brings additional burdens in terms of educational environment design. For the student, the hybrid education model can be more efficient in terms of time and cost. In hybrid education, students can learn according to themselves. High student numbers create problems for instructors. It is difficult to manage a high number of students in both face-to-face and online environments. For some students, there may be problems in accessing interactive learning tools. One of the biggest disadvantages of hybrid education is the technical difficulties to be experienced. Trainer and student adaptation to hybrid education is extremely important.
... Google Classroom is an educational platform used for blended and online learning, and it has been developed by Google and released to the public on August 12, 2014 (Abd.Syakur et al., 2020;Barman & Karthikeyan, 2019;Beaumont, 2018). It facilitates the creation of a classroom in cyberspace capable of being accessed from any device. ...
... (4) the posting of announcements; (5) the uploading and organizing of different materials in folders (i.e. documents, videos, PowerPoint and games); (6) the creation of individual posts, and (7) the ability to invite colleagues and guests to attend virtual classes (Abd.Syakur et al., 2020;Al Bashtawi & Al Batineh, 2020;Al-Maroof & Al-Emran, 2018;Barman & Karthikeyan, 2019;Beaumont, 2018;Khalil, 2018;Prasetiyowati, 2018;Sukmawati & Nensia, 2019). ...
... Students also have the opportunity to provide assistance and feedback to their peers. Secondly, it helps teachers save time, as it simplifies the process of document distribution, formative assessment and grading, while at the same time allowing immediate feedback (Abd.Syakur et al., 2020;Beaumont, 2018;Iftikhar, 2016;Sukmawati & Nensia, 2019). It thus avoids the time wasted in conventional classes preparing and distributing printed documents, allowing teachers to devote more time to their students (Abd.Syakur et al., 2020;Al-Maroof & Al-Emran, 2018;Barman & Karthikeyan, 2019). ...
This study investigated the effectiveness of Google Classroom as a tool to improve grammar acquisition of Omani EFL learners. It analyzed students’ responses to structured and unstructured Google Classroom frameworks, to examine how each framework impacts performance. Perceptions concerning the use of Google Classroom, and the challenges encountered when using the platform were also identified. The sample of the study included two groups (structured (61) and unstructured (54), n= 115) from grade 11 students from one of the schools in Muscat Governorate in the academic year 2020-2021. Two instruments were used to collect data: a grammar achievement test (pre- post-test) and a questionnaire. The results of the study revealed a statistically significant improvement in students’ grammar performance, in favor of the structured Google Classroom group. All students were highly positive about using Google Classroom, finding it useful, enjoyable and easy. In the light of these findings, implications and recommendations are provided.
