Google Classroom as a Blended Learning and M-learning Strategy for Training Representatives of the Student Federation of the Salesian Polytechnic University (Guayaquil, Ecuador)

Llerena-Izquierdo, Joe; Valverde-Macias, Alejandra

doi:10.1007/978-3-030-59194-6_32

Cited by 10 publications

(5 citation statements)

References 14 publications

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“…This finding is also in collaboration with the findings of Olelewe et al [113] that students taught programming with blended learning have significantly higher engagement and retention than their counterparts taught with the traditional face‐to‐face method. This result is also in line with [24, 89] who found that Google Classroom usage improves participants' comfort and mobility while helping students manage their time better. Similarly, the findings of this result could be attributed to LMS used to teach the students with a significant difference between the control and treatment group with respect to students' self‐efficacy thus allowing the students to actively engage in programming learning activities.…”

Section: Discussionsupporting

confidence: 90%

Fostering computer programming and digital skills development: An experimental approach

Omeh,

Olelewe,

Nwangwu

2024

Comp Applic In Engineering

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Available records of computer programming results from the universities in southeast Nigeria for the period under review (2016–2020) show that 70% of the students marginally passed the course. This, therefore, raises a concern to re‐examine the instructional strategy used in the teaching and learning process, hence the adoption of innovative pedagogy that involved the use of digital tools like Google Classroom and Google Meet in their instructional delivery process of a computer programming course. This study adopted quasi‐experimental research design involving intact classes with a nonequivalent group. Total population sampling technique was used to select all the 152 second‐year computer education students made up of 60 males and 92 females drawn from the three private universities in Southeast Nigeria that offer computer programming. Data was collected using computer achievement test, digital skill development scale and engagement level scale. The findings of the study showed that students' academic achievement and level of engagement increased significantly in a computer programming course. Also, digital skills development and self‐efficacy in the experimental group were higher than in the control group. Implementing innovative teaching strategies helped to facilitate the timely development of digital skills required by students to attain sufficient learner engagement in the learning process. It was recommended that computer educators should be encouraged to adopt innovative teaching techniques that blend with Classroom, Google Meet and MS Teams, among others to influence students' active engagement in the learning process.

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Section: Discussionsupporting

confidence: 90%

Fostering computer programming and digital skills development: An experimental approach

Omeh,

Olelewe,

Nwangwu

2024

Comp Applic In Engineering

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“…The interactivity they received in these sessions was beneficial, as there were discussions between mentors and mentees. Many researchers highlighted that the diverse communication tools allow participants to have an effective learning experience using their devices regardless of location (Agarwal et al, 2021;ElSayary, 2023a;Llerena-Izquierdo & Valverde-Macias, 2021).…”

Section: Educators' Perceptions Of Using Virtual Communicationmentioning

confidence: 99%

“…The virtual communication tools used in this study are Edmodo, Zoom, WhatsApp, and emails. It has been stated that these tools allow greater accessibility to participants from anywhere using their devices to create an effective learning experience through mobile learning (Agarwal et al, 2021;Llerena-Izquierdo, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Effective Use of Virtual Communication in an Online Professional Development Program: Investigating Teachers’ Attitudes

ELSAYARY,

MEDA,

KARAKI

et al. 2024

Turkish Online Journal of Distance Education

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The coronavirus (COVID-19) is considered to be an external factor that affects teachers’ attitudes toward online professional development. Therefore, this study investigates the use of virtual communication in an online professional development program through the lens of teachers’ attitudes toward technology. This study was conducted in 15 schools across the United Arab Emirates (UAE) during the COVID-19 pandemic. A teacher training program called The Ta’alouf Inclusion Special Education, one of the initiatives of the Al Jalila Foundation (AJL), aimed to train teachers, promote inclusion, and support children with special educational needs and disabilities. Participants (teachers, school leaders, learning support assistants, social workers, and department heads) received 24 hours of virtual training sessions on numerous topics related to inclusive education and special educational needs and disabilities. A concurrent mixed-method approach was utilized to collect quantitative data from participants using an online survey and qualitative data using interviews. The study results reveal that the quarantine of COVID-19 did not affect teachers’ continued professional development. On the contrary, teachers felt the ease of using technology and the usefulness of the topics mentioned, which formed their positive attitudes toward using technology and led to their engagement and continuation of developing professionally either during or after the pandemic.

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“…Since March, 2020 due to restrictions in place to combat the COVID 19 pandemic [4], Ecuador requires social isolation measures. Technology and technological services have become an increasingly necessary support for teachers that use them for online, virtual and distance education [5]. Professors must define instructional strategies that guarantee learning in virtual environments [6].…”

Section: Evaluation Strategies For An Active Learning Processesmentioning

confidence: 99%

Using H5P Services to Enhance the Student Evaluation Process in Programming Courses at the Universidad Politécnica Salesiana (Guayaquil, Ecuador)

Llerena-Izquierdo

Zamora-Galindo

2021

Artificial Intelligence, Computer and Software Engineering Advances

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This study analyzes the effectiveness of H5P services used to create interactive student evaluations on a Moodle platform. The content evaluated in this study comes from the Universidad Politécnica Salesiana (Guayaquil, Ecuador) Programing Course syllabus. Study participants are first year university students (18-20 years old). The students participate in a learning validation experience through Python Experiential Educational Platform (PEEP), designed for this purpose. A 75% improvement in retention of acquired knowledge is achieved by using active learning strategies during assessment. With H5P technology professors can reuse audio and video material previously recorded, together with the material they generate in each new class, allowing them to reuse resources not only for informative or didactic explanation, but also as an interactive evaluation resource made possible by interactive technologies designed for this purpose.

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Google Classroom as a Blended Learning and M-learning Strategy for Training Representatives of the Student Federation of the Salesian Polytechnic University (Guayaquil, Ecuador)

Cited by 10 publications

References 14 publications

Fostering computer programming and digital skills development: An experimental approach

Fostering computer programming and digital skills development: An experimental approach

The Effective Use of Virtual Communication in an Online Professional Development Program: Investigating Teachers’ Attitudes

Using H5P Services to Enhance the Student Evaluation Process in Programming Courses at the Universidad Politécnica Salesiana (Guayaquil, Ecuador)

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