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Technology has gained importance in all stages of education yet educators have been unable to figure out which of the many available technological tools best fit their classroom practices. Google Classroom is one such tool that is free of cost and has gained popularity within a short span of time. The main purpose of the study is to assess teachers’ perception on the effectiveness of Google Classroom. The study is carried out through a qualitative research design. The sample of the study, which uses semi-structured interview method, consists of 12 higher education teachers who have implemented Google Classroom for at least one semester in their classroom. The data acquired has been put through a comprehensive analysis by coding and categorizing the data through NVivo. Findings revealed that teachers perceive it as only a facilitation tool that can be used for document management and basic classroom management, without having a significant impact on teaching methodologies. The responses of the teachers indicate that lack of user-friendly interface is the main reason for its inefficiency. Further studies can be conducted by taking the students’ perspective into account.
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PRIZREN SOCIAL SCIENCE JOURNAL / Volume 2, Issue 2; May - August 2018 / ISSN: 2616-387X
Barrett Hodgson University
Barrett Hodgson University
Technology has gained importance in all stages of education yet educators have been
unable to figure out which of the many available technological tools best fit their classroom
practices. Google Classroom is one such tool that is free of cost and has gained popularity within
a short span of time. The main purpose of the study is to assess teachers’ perception on the
effectiveness of Google Classroom. The study is carried out through a qualitative research design.
The sample of the study, which uses semi-structured interview method, consists of 12 higher
education teachers who have implemented Google Classroom for at least one semester in their
classroom. The data acquired has been put through a comprehensive analysis by coding and
categorizing the data through NVivo. Findings revealed that teachers perceive it as only a
facilitation tool that can be used for document management and basic classroom management,
without having a significant impact on teaching methodologies. The responses of the teachers
indicate that lack of user-friendly interface is the main reason for its inefficiency. Further studies
can be conducted by taking the students’ perspective into account.
Keywords: Educational technology, Google Classroom, Integrating technology, Virtual classroom
PRIZREN SOCIAL SCIENCE JOURNAL / Volume 2, Issue 2; May - August 2018 / ISSN: 2616-387X
1. Introduction
The concept of education has undergone a major shift, in recent times, from teacher-centric
to learner or learning-centric. Earlier, teachers played the role of knowledge providers, but now
their role has expanded. There is a lot of emphasis on integrating technology in the classroom
through innovative teaching strategies that focus on enabling students to achieve the desired
learning objectives (Hwang, Lai, & Wang, 2015). Technology facilitates increasing student
engagement (Northey, Bucic, Chylinski, & Govind, 2015) which is critical to obtain the desired
learning objectives (Bolkan, 2015).
Educational technologies are often incorporated in a classroom setting to allow learning to
be personalized and independent for the students (Graham, 2006). Advocates and critics of using
educational technologies have found a middle ground through Blended (or hybrid) learning
(Hinkelman, 2018). The terms blended learning, mixed-mode learning, and hybrid learning are
used interchangeably (Zhao & Breslow, 2013). Blended learning allows a smooth transition from
a shift in teaching methodology, for teachers and learners. It is important that the goal should not
be just to integrate technology in the classroom; instead, pedagogical objectives should determine
the different mode of teaching instructions (O’Byrne & Kristine, 2015).
Teachers can now use a number of educational technologies, along with the traditional
classroom setup, to enhance the learning environment for the students. In 2014, Google Apps for
Education (GAFE) launched Google Classroom. The application is free to use for teachers and
students which makes it an ideal fit for developing countries, where the budgets are limited. It can
act as a learning management system in schools, colleges, and higher education institutes. Teachers
can effectively utilize classroom time using Google Classroom.
1.1 Problem Statement
With the objective of increasing classroom effectiveness, teachers aim to enhance student
engagement by making student experience more independent and personalized, a growing number
of schools, colleges, and higher education institutes are in the phase of adoption of blended
learning in developing countries (Spring, Graham, & Hadlock, 2016). Google Classroom can be
PRIZREN SOCIAL SCIENCE JOURNAL / Volume 2, Issue 2; May - August 2018 / ISSN: 2616-387X
used as a blended learning tool to elevate classroom productivity. The lack of research on Google
classroom, specifically in the context of developing countries, has prompted the need to further
investigate the effectiveness of the tool. Using technology in an appropriate manner is one of the
biggest challenges for the teachers to manage in a blended learning environment; therefore, this
study is focused on assessing the effectiveness of Google Classroom in higher education classes.
1.2 Purpose of the Study
The purpose of the study is to explore the teachers’ perceptions of the effectiveness of
Google Classroom in higher education classes.
1.3 Research Question
What are the teachers’ perceptions of effectiveness of Google Classroom?
1.4 Significance of the Study
Technology is an integral part of the young generation. The widespread use of technology
has generated interested in many researchers and academicians to explore the ways teachers can
use that technology prowess to enhance the learning of students. The popularity of Google
Classroom is increasing day by day; however, there are limited studies which have explored the
effectiveness of the tool. The results of the study can provide evidence to the administrators,
teachers, and educationists of the effectiveness of Google Classroom.
2. Literature Review
2.1 Google Classroom
Google classroom was launched in 2014; therefore, studies related to the effectiveness of
Google classroom are limited. Shaharanee, Jamil, & Rodzi (2016) analyzed Google classroom’s
active learning activities. They used TAM (Technology Acceptance Model) to study the
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effectiveness of the activities posted on the platform. Results of 100 students revealed that
comparative performance of Google classroom was far better in the areas of communication,
interaction, perceived usefulness, ease of use, and overall students’ satisfaction. Similarly,
(Espinosa, Estira, & Ventayen, 2017) conducted a research to evaluate the functionality of Google
classroom as a Learning Management System (LMS). The study found that cost was the primary
reason for the adoption. Collaborative learning through assignments was viewed as an extremely
effective tool for enhancing student engagement.
Liu & Chuang (2016) conducted an action research in Taiwan in which they used Google
classroom with the integration of peer tutor mechanism for 6th grade students. Students held a
positive perception regarding the use of Google Classroom. The learning objectives were also
achieved. Martínez-Monés et al. (2017) called for an integration of learning analytics with Google
classroom as they believed that this is a major limitation of the emerging tool.
So far, to the best knowledge of the researcher, all the research conducted on Google
classroom have indicated a positive response from the students. None of the research has focused
on taking into account the teacher’s perceptions of the effectiveness of Google Classroom. The
role of teachers in the adoption of any new learning methodology should not be ignored as they
are the central figure in the transformation of educational practices.
2.2 Integrating Technology in Classroom
Educational institute’s management or administration has a major role to play in integrating
technology in classrooms as they have to finance or manage the process and ultimately decide to
what extent they plan to use technology. Öznacar & Dericioğlu (2017) conducted a research in
high schools on the role of administrators in the use of technology in which they discovered that
the administrators held positive beliefs regarding integrating technology in the classroom. One of
the many reasons for the failure of not successfully integrating technology was that the
administrators believed that 80% of their teachers were not technologically aware to use it
effectively; hence, the project failed.
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Another study by Machado & Chung (2015) showed the same findings in which they
studied the role of the principal in the process of integrating technology in the classroom. Findings
revealed a strong belief of principals of teachers’ lack of technical training and competency which
was preventing the schools from technology integration.
Samy et al. (2008) consider teachers’ acceptance as an important factor in the effective use
of technology in classrooms. The role of administrators is to facilitate the training and
infrastructure for the teachers; however, ultimately it is the teacher who has to enhance the use of
technology with the students.
The educational technology, at the moment, is not transformative alone, student learning
can improve only through a teacher; therefore, it is absolutely essential that teachers’ acceptance
of technology is present. Blair (2012) has mentioned two elements in providing an environment
for technology integration. First, teachers need to place technology into the hands of students
carefully by selecting the right mediums. Second, technological tools should be constantly
evolving to enhance problem-solving, innovation, decision-making, and teamwork.
Based on the literature review section, this study is focused on teachers’ perceptions of the
effectiveness of Google Classroom.
3. Methodology
3.1 Research Method
The research problem requires a phenomenological methodology. For this qualitative
exploratory study, a total of 12 semi-structured interviews were conducted. Purposive sampling
technique was used. Participants for the study were selected from the teachers that were using
Google Classroom for at least one semester. The intention of using purposive sampling technique
was to gain an insight into the matter under investigation (Gall, Gall, & Borg, 2006).
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3.2 Participants
All the participants (8 males and 4 females) were higher education teachers. Participants
were affiliated with three different universities of Karachi, Pakistan. Only those teachers were
selected who had used Google Classroom for at least one semester. In order to protect the
confidentiality of the participants, codes were assigned to participants at the time of transcription
of interviews.
3.3 Instrumentation
The semi-structured interviews were conducted on the basis of a set of questions that were
devised from the literature review and past studies. The questions covered various aspects of
Google Classroom including familiarity, awareness, impact, effectiveness, and reflection on using
Google Classroom.
3.4 Data Collection
Prior to the interviews, a consent form was given to the participants in which the purpose
of the study and approval of Ethics Committee was attached. They were also informed that they
could choose not to answer any of the formulated questions. After taking their consent, interviews
were scheduled as per their convenience. All the interviews were conducted in the faculty office
of the participants, apart from two which were conducted in the researcher’s office. The duration
of an interview, on an average, was 36 minutes. The interviews were conducted, primarily, in Urdu
All the interviews were recorded on a mobile application “Voice Recorder Pro”. Field notes
were also taken to record observations including any non-verbal gestures that could not have been
captured in the digital recording. At the end of the interview, the researcher thanked the participant
and informed him/her that a follow-up interview might be scheduled to triangulate data or for any
Digital recordings were transcribed into Nvivo (Version 10). Transcription of the
interviews was carried after each interview. After transcribing, the data was analyzed and reviewed
through the software to spot the emerging themes. The use of the software helped in quickly
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discovering the commonalities in the interviews. Data started to saturate when nine interviews
were analyzed.
4. Findings
The questions were aimed at gaining insight into teachers’ perception of the effectiveness of
Google Classroom. The study included 12 higher education teachers (8 Lecturers and 4 Assistant
Professors) from different educational backgrounds: two English teachers, one Economics teacher,
three Accounting teachers, one Finance teacher, two Marketing teachers, and three Management
teachers. The teaching experience of the participants ranged from 2 years to 15 years and they self-
reported that they have been using Google Classroom from one to two semesters (5-10 months).
Table 4.1 represents the summary of respondents’ profiles.
Table 4.1
Respondent’s Profile
Experience in Using
Google Classroom
2 Semesters
2 Semesters
2 Semesters
2 Semesters
1 Semester
2 Semesters
2 Semesters
2 Semesters
1 Semester
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1 Semester
1 Semester
1 Semester
Table 4.2 represents the findings from the interviews:
Table 4.2: Codes, categories, and themes
Record keeping of assignments
Facilitation of assignments
Tracking progress of assignments
Benefits of using
Google Classroom
Checking assignments
Check and balance of assignment
Feedback on assignment
Replacing WhatsApp group
Improvement in teacher-
student interaction
Announcement feature
Facilitates communication
Message any time
No time constraints
Uploading of materials
Improvement in classroom
Videos upload
Take quick quiz
Upload marks
Use as learning management system
No students involvement
Issues faced by students
In class usage (other websites)
Challenges in
implementing Google
No individual student folder
Not user-friendly for students
Difficult for students to comprehend
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Not user-friendly for teachers
Issues faced by teachers
Unable to make it interactive
Took time to adjust
5. Discussi
5.1 Overall Effectiveness:
When the teachers were asked about the overall effectiveness of Google Classroom, most
of the teachers were neutral as they considered it as a small part of their overall teaching strategy.
My teaching effectiveness is the same but it has facilitated me and the students. (P1)
I didn’t experience any improvement in increasing the level of student engagement
although it has helped me a lot in other areas. (P7)
I would consider 50% success and 50% failure overall. (P3)
I find Google classroom as an average tool. (P11)
It hasn’t affected anything on my teaching. Communication with the students has improved
through it. (P2)
It’s just a communication tool. No impact on teaching. (P9)
Some of them had negative remarks on its overall performance. Although they were
comparing it to very different kind of technological platforms, they had formed a strong belief
against Google Classroom due to their misconceptions.
It cannot compete with Udemy. (P6)
Universities’ LMS software is much better than Google classroom. (P5)
5.2 Facilitation of Assignments:
The main benefit that emerged from the interviews was related to assignments of the class.
Teachers used Google classroom for different purposes, such as uploading, announcing, and
assessing assignments online.
I use it for sharing assignments with the class, although I do not use it for checking and
grading assignments. (P3)
Eliminates the hard copies of the assignments which is beneficial for the teachers as well
as the students. (P1)
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Now I can easily mark the assignments online at the end of the semester without students
complaining that you have misplaced my assignment. (P9)
I receive notification when a student has completed an assignment. (P12)
Easy tracking of assignments. (P2)
5.3 Improvement in Teacher-Student Interaction:
Some of the teachers pointed out that they were able to interact with the students even
outside the classroom which facilitated the overall teacher-student interaction.
I now don’t require a WhatsApp group to communicate with the students as I use the
announcement feature regularly to exchange messages with the class. (P2)
I don’t have to send separate emails. I can send messages and assignments easily. (P6)
It facilitates interaction and discussion among students. (P1)
5.4 Improvement in Classroom Organization:
Another key benefit that emerged from the interview was how teachers were able to better
organize their class and course through Google Classroom.
It helps in uploading course materials with the whole class. (P3)
I mostly use the feature of uploading course materials. It saves paper. (P2)
Now I don’t have to send separate emails. I can send messages and assignments easily.
It’s a good tool for record keeping. I used to collect a number of sheets and papers from
the students. (P8)
Uploading handouts and assignments. Tracking progress of students’ tasks and portfolios.
I use it mostly to upload books, materials, and assignments. (P11)
Assignments, materials, and quizzes. (P10)
It makes data sharing extremely easy. (P5)
I can take instant quizzes through Google classroom. (P9)
5.5 Issues Faced by Students:
Teachers highlighted some of the major issues faced by the students. It is quite evident from their
statements that students have faced difficulties in adoption of Google Classroom due to lack of
ease of use and familiarity.
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They find Whatsapp easy to use. (P2)
Students make a lot of excuses when I want to initiate an online discussion. Excuses such
as “I didn’t see the post”, “What was I supposed to do?”, “I tried commenting but it didn’t
get through” etc. (P9)
It doesn’t seem user-friendly to the students. (P11)
It’s not widespread, so initially, students find it challenging to use. (P2)
There is no peer-interaction in my Google classroom. Students interact with the teacher
only by sending personal messages. (P1)
I could barely see students commenting on the posts unless they were asked to do so. (P12)
Students think that uploading material online is problematic. (P6)
Students have come to me and said that it’s not easy to upload or edit material online. (P4)
5.6 Issues Faced by Teachers:
Teachers responded to the issues faced by them based on their unique experiences because
of which diverse responses were observed. Some of the teachers were concerned about the misuse
of mobile and technology in the classroom.
It’s difficult to monitor if students are using their mobile phones in the classroom for study
purposes or checking their social media notifications. (P3)
When students are using mobile phones in the classroom, I do not know if they are using
Google classroom or browsing any other site. (P6)
Students often divert from studies if they use mobile phones in the class. (P8)
Excessive use of such technologies can be problematic. (P11)
There were a few teachers who admitted that they were not able to effectively use the
technology for improving classroom practices.
Maybe I wasn’t able to make the platform interactive. (P7)
I didn’t post a lot of content to make the group interactive. I want to engage students in my
classroom. (P12)
It helps in uploading course materials to the whole class; however, sometimes when I forget
to upload a file then students face difficulties. (P1)
On the other hand, there were some teachers who considered Google Classroom difficult
to adopt.
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It’s difficult for teachers to understand how to use it effectively. (P3)
I don’t like the fact that it is linked to my personal Gmail account. (P4)
5.7 Improvement Areas:
The participants of the study were asked to identify areas which can improve the
effectiveness of Google Classroom. Teachers came up with some interesting features that can be
included in Google Classroom.
I think video editing is a feature that is missing from Google classroom. (P11)
Can there be live streaming of videos, like Skype? If no, then if this feature is added then it
will become a complete virtual classroom. (P5)
There must be an individual folder for each student. (P9)
There should be a space where students can work directly on documents; instead of
downloading, editing, and then uploading documents. (P3)
6. Conclusion:
The analysis of the interviews revealed that Google Classroom has not made a significant
impact on overall classroom teaching. It has been used effectively for uploading assignments,
classroom management, and communication with the students; however, the overall use is limited
to only these features; whereas, Google Classroom has a lot to offer apart from just these basic
features. An intriguing observation from the interviews was that none of the participants
acknowledged or brought up the fact that it is a free tool and has no cost implications which is a
major consideration while implementation of technology in the majority of the education sector in
These are early years for Google Classroom and familiarity with this platform will grow
over time which is a significant barrier for students and teachers at the moment. An important
finding of the study was that the interface of Google Classroom is not viewed as user-friendly by
the teachers. If the administrators can work on ease of use and making it simpler with some
additional features, such as video streaming, then the effectiveness of Google Classroom can
improve drastically.
PRIZREN SOCIAL SCIENCE JOURNAL / Volume 2, Issue 2; May - August 2018 / ISSN: 2616-387X
7. Contributions of the Study
The study proposes several recommendations for administrators and teachers. Google
Classroom is a free tool that can be used by any University that does not have enough resources to
form its own LMS (Learning Management System). It reduces the paperwork for the teachers and
assists in classroom management. It also helps in enhancing the student-teacher interaction and
communication. Teachers need to do spend some time initially to understand the various features
of Google Classroom as the study suggests that a number of teachers faced initial difficulties in
getting used to its functionality. Teachers should also conduct a session to train students regarding
the importance and use of Google Classroom in which they could explain the various features and
benefits for the students.
8. Limitation and Future Research
The study was conducted in the higher education sector in Pakistan so findings cannot be
generalized. A similar study can be conducted in primary or secondary schools to compare if the
findings are consistent with the study. Future studies can also incorporate quantitative techniques
and obtain a mix methodology approach to further strengthen the validity of the findings. The
study was based on analysis of interviews from teachers, it will be interesting to take into account
the perceptions of students and compare those with teachers’ perceptions. A comparative study
can also be conducted by comparing the effectiveness of Google Classroom with other educational
9. References
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Bolkan, S. (2015). Intellectually Stimulating Students’ Intrinsic Motivation: The Mediating
Influence of Affective Learning and Student Engagement. Communication Reports, 28(2),
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Espinosa, N., Estira, K. L., & Ventayen, R. J. M. (2017). Usability Evaluation of Google
Classroom: Basis for the Adaptation of GSuite E-Learning Platform. Asia Pacific Journal
of Education, Arts, and Science, 5(1).
Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational Research: An Introduction (8 edition).
Boston: Pearson.
Graham, C. R. (2006). Blended learning systems. The Handbook of Blended Learning, 321.
Hinkelman, D. (2018). Evolution of Blended Learning. In Blending Technologies in Second
Language Classrooms (pp. 121). Palgrave Macmillan, London.
Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-
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Liu, H.-C., & Chuang, H.-H. (2016). Integrating Google Classroom to Teach Writing in Taiwan.
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Northey, G., Bucic, T., Chylinski, M., & Govind, R. (2015). Increasing Student Engagement Using
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... There is still much to do and learn in establishing whether google classroom can be used effectively in creating a sense of community through the shared want to improve academic practice however, the platform can be effectively used, with limited effort, to support student learning (Beaumont, 2018). Therefore, it showed a good students' attitude toward the use (Sepyanda, 2018) as long as it can be a simpler and more creative way of teaching using Google classroom (Azhar & Iqbal, 2018). ...
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This research aims to investigate the integration of technology for students to learn collaboratively in practicing their speaking. This study took another possible way to use the google meet link through Google classroom to meet students and improve their speaking on different topics. This research applied a pre-experimental study. In semester six, the population was all students, English department Universitas Borneo Tarakan. Through random sampling, the samples were Class A consisting of 31 students. The instrument was a spoken test administered as a pre-test and post-test and speaking scoring rubric and the data on students' speaking was analyzed using SPSS 17. The result showed the value of t-count greater than t-table (26 372> 2042), and a p-value less than α (0.000 <0.050) which means that there are significant differences between pre-and post-by-paired t speaking measured scoring. As a result, technology-based online collaborative learning can significantly increase the total score of students' speaking skills in English. This research was expected to contribute to the body of knowledge on how technology brought a change and opportunity to keep learning during pandemics and this study also tended to assist the students to improve their spoken language.
... There has been a conflict on social media for defense and national interest purposes (Azhar and Iqbal, 2018). In a conference, it was evident where Director General Inter-Services Press Relations (ISPR) Gen Asif Ghafoor located on the nation to stress the requirement to control and monitor social media as well as their track what users of it posting for national security purposes. ...
... Franklin & Nahari, 2018; Ajadi, Salawu & Adeoye, 2008; Zare, Sarikhani, Salari & Mansouri, 2016 and Aina & Olanipekun, 2018).A popular e-learning platform is Google classroom(Henukh, Rosdianto & Oikawa,2020). It has been used significantly for transmitting knowledge and skills around the world(Azhar & Iqbal, 2018). It is an App in Google designed for educational (teaching and learning) purposes; as it supports teachers in effectively executing instruction and evaluation of learning in the following ways: generating and organizing assignments and homework for learners, efficient provision of feedback, smooth and easy communication between teachers and learners(Shaharanee, Jamil & Rodzi, 2016). ...
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The disruption of teaching and learning, and the subsequent closure of educational institutions in most countries of the world amidst the Covid-19 pandemic is worrisome. This has especially brought to the fore the inadequacies in the Nigerian educational systems and structures, especially in primary schools. This paper focused on the need for urgent adoption and application of e-learning in the Nigeria primary schools. First, the paper critically scrutinized the emergence and impact of the Covid-19 pandemic on the educational systems. Second, the paper discussed the essence of e-learning along with the ten recommendations for teachers' and learners' engagement in e-learning as prescribed by UNESCO (2020). The paper further discussed the Challenges confronting effective teaching and learning in primary schools amidst the pandemic. Finally, to better the teaching and learning status in Nigeria primary schools, the paper implied amongst others; that government and education stakeholders should as a matter of urgency; fund the development and training of teachers and learners in computer and ICT knowledge, equip primary schools with ICT facilities and sponsor television and radio e-learning classes for pupils' home learning.
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This research focused on teacher and students’ challenges and strategies in writing narrative text by using Google Classroom in a remote area. This case study was carried out in an Islamic Senior High School in Malangbong Garut. The writer selected the English teacher and 27 students in class XI IPA-1 as the participants of this study. The first conclusion revealed that the teacher and the students faced challenges in teaching and learning of writing narrative text by using Google Classroom in a remote area, especially in grade eleven of an Islamic Senior High School in Malangbong Garut. The second conclusion revealed that the teacher and students used strategies to solve their challenges in teaching and learning of writing narrative text by using Google classroom in a remote area.Keywords: challenges; strategies; writing; narrative text; Google Classroom; remote area
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Online learning during the COVID-19 pandemic is an alternative to do so that learning activities can continue. The implementation of this learning requires learning media such as Google Classroom. This application has the advantage of facilitating structured and systematic learning activities. SMKN Darul Ulum Muncar is one of the schools that has not implemented the use of learning media. So researchers are interested in conducting research related to the use of Google Classroom to determine its effect on learning outcomes. This research is an experimental study with a Quasi-Experimental model using the Nonequivalent Control Group Design. The sample required consists of control and experimental groups. The results of the independent sample t-test analysis showed that the sig. (2 tailed) 0.00 < 0.05 so H0 is rejected and Ha is accepted, meaning that there is a significant difference in student learning outcomes between the control and experimental groups. This difference can be seen based on the average value of the experimental group, which is 81.6, which is higher than the control group, which is 68.1. So, it can be concluded that the use of Google Classroom is effective on learning outcomes. However, there are still some obstacles such as difficulties in the coordination process, limitations in supervising student activities, difficulties in shaping students' character and skills, and inadequate student facilities
Conference Paper
Full-text available GSM:+218918791453 ‫الملخص‬-‫من‬ ‫العديد‬ ‫بدأت‬ ‫بوية‬ ‫التر‬ ‫الكليات‬ ‫تطبيق‬ ‫في‬ ‫التعليم‬ ‫تكنولوجيا‬ ‫امج‬ ‫بر‬ ‫وبشكل‬ ‫التعليمية‬ ‫العملية‬ ‫فى‬ ‫كوفيد‬ ‫جائحة‬ ‫بسبب‬ ‫مفاجئ‬-19 ، ‫تجعل‬ ‫التعليم‬ ‫تكنولوجيا‬ ‫تطبيقات‬ ‫الن‬ ‫وذلك‬ ‫يقتصر‬ ‫ال‬ ‫و‬ ‫ا‬ ً ‫وتفاعلي‬ ‫ا‬ ً ‫مستمر‬ ‫التعلم‬ ‫الزم‬ ‫و‬ ‫المكان‬ ‫على‬ ‫أن‬ ‫من‬ ‫الرغم‬ ‫على‬ ‫ان.‬ ‫ل‬ ‫اح‬ ‫إقتر‬ ‫لديهم‬ ‫اوية‬ ‫الز‬ ‫لجامعة‬ ‫االلكتروني‬ ‫الموقع‬ ‫على‬ ‫القائمين‬ ‫منصة‬ ‫بناء‬ ‫رؤية‬ ‫مع‬ ‫افقة‬ ‫متو‬ ‫إلكتروني‬ ‫تعليم‬ ‫الجامعة‬ ‫ومتطلباتها‬ ‫المادية‬ ‫االمكانيات‬ ‫هي‬ ‫العائق‬ ‫أن‬ ‫إال‬ ، ‫جميع‬ ‫توجت‬ ‫لذلك‬ ‫إستخدام‬ ‫الى‬ ‫بوية‬ ‫التر‬ ‫الكليات‬ ‫مجا‬ ‫المتاحة‬ ‫اإللكتروني‬ ‫التعلم‬ ‫منصات‬ ‫احتياجاتنا‬ ‫تلبي‬ ‫قد‬ ‫التي‬ ‫و‬ ‫نت‬ ‫اإلنتر‬ ‫على‬ ‫أو‬ ‫ا‬ ً ‫ن‬ ‫ما‬ ‫لحد‬. ‫المجانية‬ ‫المنصات‬ ‫باختبار‬ ‫الباحث‬ ‫يقوم‬ ‫لهذا‬ ‫في‬ ‫النظر‬ ‫و‬ ‫التعليم‬ ‫نامج‬ ‫بر‬ ‫مع‬ ‫افقها‬ ‫تو‬ ‫مدى‬ ‫جانب‬ ‫من‬ ‫الطالبات‬ ‫بية‬ ‫التر‬ ‫بكليات‬ ‫نستخدمها‬ ‫وكيف‬ ‫اوية‬ ‫الز‬ ‫جامعة‬ ‫أفضل.‬ ‫بشكل‬ ‫على‬ ‫الباحث‬ ‫يعمل‬ ‫اسة‬ ‫در‬ ‫المجانية‬ ‫المنصة‬ Google Classroom ‫كوسيلة‬ ‫داعمة‬ ‫بكليات‬ ‫التعليمية‬ ‫للعملية‬ ‫اوية‬ ‫الز‬ ‫بجامعة‬ ‫بية‬ ‫التر‬ ، ‫مالئمة‬ ‫مدى‬ ‫وقياس‬ Google Classroom ‫مع‬ ‫الط‬ ‫البات‬. ‫العينة‬ ‫ضمت‬ 35 ‫طالبة‬ ‫بية‬ ‫التر‬ ‫كليات‬ ‫من‬ ‫حاسوب‬ ‫تخصص‬ ‫التعلم‬ ‫أنشطة‬ ‫فعالية‬ ‫لقياس‬ ‫استبيان‬ ‫استخدام‬ ‫تم‬. ‫في‬ ‫ة‬ ‫المتوفر‬ Google Classroom ‫في‬ ‫ين‬ ‫مقرر‬ ‫(تطبيق‬ ‫الجافا)‬ ‫بلغة‬ ‫البرمجة‬ ، ‫الحاسوب‬ ‫ات‬ ‫أن‬ ‫النتائج‬ ‫أظهرت‬. ‫الطالبات‬ ‫أغلب‬ ‫اضين‬ ‫ر‬ ‫عن‬ Google Classroom ‫أن‬ ‫تحليلها‬ ‫تم‬ ‫التي‬ ‫البيانات‬ ‫نتائج‬ ‫أظهرت‬ ‫الفصل.‬ ‫في‬ ‫المتوسط‬ ‫من‬ ‫أعلى‬ ‫كانت‬ ‫النسب‬ ‫جميع‬ ‫االستفا‬ ‫و‬ ‫الوصول‬ ‫سهولة‬ ‫مجاالت‬ ‫في‬ ‫ورضا‬ ‫التفاعل‬ ‫و‬ ‫اصل‬ ‫التو‬ ‫و‬ ‫دة‬ ‫الط‬ ‫البات‬ ‫أنشطة‬ ‫عن‬ Google Classroom. ، ‫التعليم‬ ‫تكنولوجيا‬ ‫المفتاحية:‬ ‫الكلمات‬ ‫اضي,‬ ‫االفتر‬ ‫بعد,الفصل‬ ‫عن‬ ‫التعليم‬ ، ‫رووم‬ ‫كالس‬ ‫جوجل‬ ‫التعليم‬ ‫منصات‬ ‫بية‬ ‫التر‬ ‫المجانيه,كلية‬. Abstract-Many educational faculties have suddenly started applying educational technology programs in the educational process due to the Covid-19 pandemic, because educational technology applications make learning continuous and interactive and not limited to place and time. Although those in charge of the website of the University of Al-Zawiya have a proposal to build an e-learning platform compatible with the university's vision and requirements, the obstacle is the financial capabilities, so all educational faculties have
There have been many researches that talk about the effectiveness of google classroom in improving students' reading skills during pandemic, but those researches still had many shortcomings so that the results obtained were still doubtful by readers. Therefore, researchers had conducted research with the same issue by paying attention to the validity of the data obtained so that the reader could trust the results of the research. The purpose of this research are to describe the effectiveness of Google Classroom in improving students’ reading skill during pandemic era and to investigate students’ perception of Google Classroom. This research was done in Madrasah Aliyah Negeri 03 Cilacap. Data collection was carried out by conducting interviews with English teacher, several students and using questionnaires which held both online and offline. The data were then analysed in the form of drawing conclusions as the final result. The findings showed that overall the use of Google Classroom is effective in improving students' reading skills, but some obstacles such as signal difficulties still need to be considered.
Conference Paper
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Google Classroom (GC) is gaining momentum in the educational milieu, but its functionalities are limited. Learning analytics applications integrated with GC can help to face these limitations, but to reach this aim, developers need access to the data generated by GC's users. This paper reports on the results of an analysis of the existing alternatives to collect data from GC. The study is based on the analysis of the documentation provided by the involved tools. The analysis shows that GC's API is a potential source of data about the activity of the users in GC-enabled settings, but that the information it provides is limited. Further work is needed to explore if Chrome OS synchronization functions can deliver more detailed information about GC usage, thus enabling for more advanced learning analytics applications.
Conference Paper
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As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom’s active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom’s tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students’ satisfaction towards the Google Classroom’s active learning activities.
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Each blended learning (BL) context is unique, but also shares attributes and concerns with others. As people in each context strive to improve their own research and practice, they have developed various approaches to common BL issues that can be applied and adapted by others, regardless of location. Our findings suggest that BL researchers and practitioners across the world have more common experiences than particular ones and that, as each strives to improve his or her own teaching and context, new discoveries can be widely applicable. The current research describes a snapshot of the present state of blended learning. Conclusions are drawn from interviews with current blended learning researchers and practitioners (n = 12) focussed on BL around the world.
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The flipped classroom has been recognized by educators as an innovative and effective instructional approach. It totally overthrows traditional instruction by switching in-class instruction time with at-home practicing time. While the effectiveness of the flipped room has been identified, the challenges of applying it to school settings have also been pointed out, such as the need for effective in-class learning designs and the necessity of helping students learn across at-home and in-school contexts. In this paper, the challenges as well as the definition, characteristics, and educational objectives of flipped learning are introduced; moreover, the seamless flipped learning model is proposed by integrating the features of mobile and wireless communication technologies into the flipped classroom model to provide a guide for researchers and educators to develop effective flipped learning activities and plans for helping students learn seamlessly across contexts.
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Student engagement is an ongoing concern for educators because of its positive association with deep learning and educational outcomes. This article tests the use of a social networking site (Facebook) as a tool to facilitate asynchronous learning opportunities that complement face-to-face interactions and thereby enable a stronger learning ecosystem. This student-centered learning approach offers a way to increase student engagement and can have a positive impact on academic outcomes. Using data from a longitudinal quasi-experiment, the authors show that students who participated in both face-to-face on-campus classes and asynchronous online learning opportunities were more engaged than students who only attended face-to-face classes. In addition, the findings show that participation in the asynchronous setting relates significantly and positively to students’ academic outcomes (final grades). The findings have notable implications for marketing education.
Blended, or hybrid, learning has developed in mainstream university teaching to better describe the ‘middle ground’ between critics and advocates of current technologies in education. In this chapter, concepts used for second and foreign blended language learning are defined and compared. Emerging from a related field, computer-assisted language learning (CALL), blended learning demonstrates that digital technologies are now a normal part of everyday practice and merging with face-to-face activities. CALL has disappeared, replaced by models of blended language learning that are more comprehensive and inclusive in integrating all modalities, venues, and aspects of learning. Building on these concepts, four considerations of purpose, multimodality, appropriateness, and sustainability guide a principled approach to designing blended language learning in classrooms.
This research is conducted to obtain the thoughts of state high school administrators to determine the obstacles that they are exposed to while using technology and attempting to integrate technology into their schools. The research is carried out through using the qualitative research design 'phenomenology'. The sample group of this research, which uses qualitative scanning methods, consists of 14 school administrators in North Cyprus during the academic year of 2015-2016. The sample group is identified using "snowball sampling method". The researcher has developed an interview form called 'Interview Form for the Evaluation of Technology Use by School Administrators'. The acquired data has been put through 'categorical analysis' which is one of the content analysis methods. The qualitative data analysis program NVIVO 11.0 has been used for categorizing and coding the data. It was found that school administrators are not anxious concerning the use of technology at school but they fail to integrate the technology into the class.
Hybrid or blended learning is defined as a pedagogical approach that includes a combination of face-to-face instruction with computer-mediated instruction. The terms blended learning, hybrid learning, and mixed-mode learning are used interchangeably in current research; however, in the United States, hybrid learning is used most often. Although hybrid learning can be diverse in how it is implemented, educators agree that this approach has the opportunity to provide personalized instruction with some element of student control over path, pace, time, and place. Educators and students need to be given the latitude to teach and learn in these hybrid spaces while being protected and supported by schools. Ultimately, teachers and students bear an equal responsibility as they collaboratively learn and experiment in these evolving spaces.
There are many factors that influence technology integration in the classroom such as teacher willingness, availability of hardware, and professional development of staff. Taking into account these elements, this paper describes research on technology integration with a focus on principals' attitudes. The role of the principal in classroom practice was found to be substantial. The purpose of this research was to assess the current attitudes concerning technology integration in schools from the school principal's perspective. This research investigated the value principals place on using technology in student learning, what principals believe prevents teachers from succeeding in technology integration, what can best facilitate teacher development, and if principals perceive peer coaching or mentoring to be a viable option. The research herein consisted of a survey and an interview to help assess principals' attitudes regarding the importance of technology integration, the perceived challenges and whether or not teacher coaches are a viable option for the future. This examination concluded that most principals in this research study value technology in education, perceive teacher willingness and professional development to be the strongest obstacles, and think teacher coaches would be a viable option for success. This study sheds light on a couple of paths for future research.
Motivating students is an important part of effective instruction. Thus, researchers have been interested in learning how to promote motivation, specifically intrinsic motivation, in students. One way of achieving this goal is through the use of intellectually stimulating behaviors. Though scholars know that the promotion of these behaviors works to influence students' intrinsic motivation, what has yet to be explained is how. Results indicated that both affective learning and student engagement mediated the influence of intellectual stimulation on students' intrinsic motivation. Implications for students' course workloads and instructors are discussed.