Google classroom as a tool for active learning

Shaharanee, Izwan Nizal Mohd; Jamil, Jastini Mohd; Rodzi, Sarah Syamimi Mohamad

doi:10.1063/1.4960909

Cited by 184 publications

(226 citation statements)

References 6 publications

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“…Según Mohd, Mohd y Mohamad (2016), los estudiantes perciben que Classroom facilita el envío de las tareas propuestas por el profesor y hace más amigable la presentación de lecturas, propiciando el aprendizaje activo del estudiante. Existen dos factores determinantes para el uso de un software: la percepción de su facilidad de uso y la percepción de su utilidad (Shaharanee, Jamil y Rodzi, 2016), siendo entonces importante que dichas percepciones coincidan en los maestros y alumnos.…”

Section: Google Classroomunclassified

Evaluación según diseño y aprendizaje de Google Classroom y Chamilo

2019

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Este trabajo reflexivo, descriptivo y exploratorio presenta la construcción de un instrumento de evaluación para sistemas de gestión del aprendizaje (SGA), según parámetros de diseño y aprendizaje, el cual fue utilizado para evaluar Chamilo y Google Classroom. Esta evaluación se desarrolló en tres etapas: 1) se cargaron los materiales de un curso existente en ambos SGA, documentando una apreciación narrativa de las experiencias; 2) se elaboró de un listado de ventajas y desventajas; y, 3) se aplicó el instrumento diseñado a partir de la literatura especializada y las etapas precedentes. Classroom obtuvo resultados ligeramente superiores a Chamilo y las ventajas y desventajas de cada uno guardan cierta relación con sus características. A pesar de las limitaciones del tipo de investigación utilizado y que solo reporta el punto de vista del profesor, este acercamiento puede contribuir a desarrollar mejores parámetros de evaluación que pueden aplicarse a otros SGA.

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Section: Google Classroomunclassified

Evaluación según diseño y aprendizaje de Google Classroom y Chamilo

2019

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“…Teachers can make corrections on homework and provide necessary feedback. Teachers can make quick announcements with Google Classroom and students can help each other because of the ability to share through the class stream [48].…”

Section: Google Classroommentioning

confidence: 99%

Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

Aşıksoy

2019

Sustainability

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Technology enhanced learning is a wide area that covers all uses of digital technology to support learning and teaching activities. The computer-based concept mapping has shown potential in enhancing meaningful learning in education. Concept mapping is an important tool that is used in the field of education to help students in understanding the basic concepts and the relationships between them. This research proposes a computer-based concept mapping (CBCM) environment combined with Google classroom to help students reduce their misconceptions and to improve their problem solving skills. Furthermore, it examines the effect of CBCM on the sustainability of concept learning according to student views. The participants were first-year engineering students. The study was conducted in a physics class, and a true-experimental design was used. The experimental group students learned with the Google classroom combined with computer-based concept mapping (CBCM), while the concept group students learned with Google classroom and the traditional method. Data were collected from a physics concept test, problem solving inventory, and semi-structured interviews. The research results indicated that teaching in the CBCM environment combined with Google Classroom provides meaningful learning by correcting the misconceptions of the students. Moreover, there was a significant increase in the problem solving skills of the experimental group as compared to the control group. According to the students’ views, it was determined that CBCM enhances the sustainability of concept learning. The results of this study can help educators and researchers to integrate computer-based concept mapping (CBCM) techniques into Google Classroom.

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“…Organizing Files: Teachers can upload and organize files virtually and use them whenever they need. Not only the teachers, the students can also organize their files better in virtual environment (Latif, 2016;Shaharanee et al, 2016). It is much more convenient than the dealings of hard copies.…”

Section: Advantages Of Using Moodle and Google Classroommentioning

confidence: 99%

Facilitating ELT through Moodle and Google Classroom

Barman¹,

Karthikeyan²

2019

Res. Bus.

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Now-a-days many English language teachers are resorting to what is called “blended teaching/learning” in an endeavor to incorporate information technology into their pedagogical practices. They often use virtual platforms like Moodle and Google Classroom to supportand supplement their physical classroom teaching, which transcends the routine constraints of traditional educational system. In their capacity, teachers and students may engage in necessary interactions “anytime anywhere”, adding extra momentum to the teaching-learning process. English language teaching (ELT) may be specially facilitated by such features as constant connectivity, anytime feed-backing, assignment creation, submission and grading, file sharing, virtual interaction and collaboration, etc. Here is an attempt to delineate some important features of Moodle and Google Classroom, two useful technological tools, in the light of the author’s experience as a teacher.

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Google classroom as a tool for active learning

Cited by 184 publications

References 6 publications

Evaluación según diseño y aprendizaje de Google Classroom y Chamilo

Evaluación según diseño y aprendizaje de Google Classroom y Chamilo

Computer-Based Concept Mapping as a Method for Enhancing the Effectiveness of Concept Learning in Technology-Enhanced Learning

Facilitating ELT through Moodle and Google Classroom

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