Google classroom implementation in Indonesian higher education

Rahmad, Riki; Wirda, Mona Adria; Berutu, Nurmala; Lumbantoruan, Walbiden; Sintong, Mahara

doi:10.1088/1742-6596/1175/1/012153

Cited by 35 publications

(23 citation statements)

References 5 publications

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“…Google Classroom is a tool that connects Google Docs, Google Drive, and Gmail which allows creating and organizing assignments, assessing, commenting, and organizing effective communication with students in real-time (Bhat et al: 2018;Rahmad et al: 2019). The Main element of Google Classroom is Groups.…”

Section: Discussionmentioning

confidence: 99%

The use of cloud resources and services in distance learning of students in the context of restrictions caused by the pandemic

Afanasiev

Vysotskaya

Alferov

et al. 2021

revtee

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The purpose of the study is to test the effectiveness of using the e-environment based on G Suit for Education in organizing distance learning for future social workers in the context of a pandemic. The study uses a set of methods: diagnostic (observation, interviews, questionnaires, testing) – to determine the effectiveness of using cloud resources and services in teaching students; pedagogical experiment for experimental verification of the effectiveness of using cloud resources and services in teaching students in the process of forming professional and communicative readiness of future social workers; methods of mathematical statistics for quantitative and qualitative processing of research results. Cloud resources and services allow activating knowledge, help to find and design new ideas, and help to develop independent decision-making skills. The conclusions of the work can be the basis for the development of an e-environment based on G Suit for Education. Materials and conclusions of the research can be used in the practice of teaching the humanities at university. The scientific novelty of the research is that the study identifies specific cloud services for implementing project activities when teaching students remotely. The stages of project implementation in the e-environment based on G Suit for Education are presented.

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Section: Discussionmentioning

confidence: 99%

The use of cloud resources and services in distance learning of students in the context of restrictions caused by the pandemic

Afanasiev

Vysotskaya

Alferov

et al. 2021

revtee

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“…Nizal (2016) revealed that students in the study subjects were satisfied with Google Classroom, that's mean google classroom can be effective as an active learning media. Google Classroom by implementing discussion groups to make it easier for students to analyze problems or answer questions in their own language and develop critical and creative discussions (Rahmad et al, 2019;Rosita et al, 2019). Therefore, it can be concluded that the use of Google Classroom LMS has a higher effectiveness on critical thinking ability.…”

Section: Discussionmentioning

confidence: 99%

Exploration of Critical Thinking Skills in Digital Citizenship Course Through Online Learning

Herwati

Basori

Hatta

2021

IJIE

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Low critical thinking skills cause students difficulty in solving problem, especially in learning. This study aims to find out the effectiveness of google classroom on critical thinking skills in Simulation dan Digital Communication. A total of 62 students participated in this research who were divided into two randomized treatments, namely 31 students in the experimental class and 31 students in the control class. In its implementation, it would compare using LMS google classroom by applying discussion groups to experimental class and control class that use google classroom, not in discussion groups. This research used a quasi experimental design with a pretest-posttest using a quantitative method. The data were collected through a critical thinking test. Before using multiple-choice pretest and posttest multiple-choice tests, instruments were tested first using validity tests and reliability tests. Google classroom as an independent variable and the dependent variable was critical thinking. Implementing learning with the help of google classroom through discussion and question features was an effort to effectively improve critical thinking skills in class. According to the result of the study, google classroom has effectiveness on critical thinking skills from the result in the experimental class of 45.609 Increased critical thinking skills in students cause students to analyze and solve problems.

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“…In contrast, a study by Huang et al (2020) found a non-significant relationship between facilitating conditions and effort expectancy in predicting behavioural intention. Rahmad et al (2019) have added that integrating alternative resources (e.g., application program interfaces), the Internet and mobile learning facilities are part of GC's definition of the facilitating conditions. According to Zwain (2019), technical support and Internet speed improve learning experiences that encourage use, which will be accepted as part of students' learning routines and habitualised behaviour.…”

Section: Facilitating Conditionsmentioning

confidence: 99%

Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2

Bervell

Kumar

Arkorful

et al. 2021

AJET

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Online learning environments have become a contemporary component of global tertiary education due to their affordances. These environments are hinged on internet-based learning management systems and one such tool is Google Classroom. However, empirical studies have indicated that gaps exist in determining how Google Classroom influences students’ behavioural intention to use it for online learning. Accordingly, this study defines a model based on the unified theory of acceptance and technology 2 (UTAUT2) to examine the relationship between facilitating conditions and other variables towards intention formation for Google Classroom usage. Based on a mixed method using the explanatory sequential design, survey data from 163 students were initially analysed using partial least squares structural equation modelling followed by a qualitative approach based on open-ended questions for thematic analysis. Results from the partial least squares structural equation modelling approach validated the hypothesised model confirming the significant predictive relationship of facilitating conditions with effort expectancy, hedonic motivation, habit and social influence but had an insignificant relationship with behavioural intention. Furthermore, hedonic motivation and habit were the main predictors of behavioural intention by masking the role of facilitating conditions. Subsequently, the qualitative outcome indicated that habit and perceived control of using Google applications influence hedonic motivation. Finally, recommendations were made to universities towards policy formation and practice of virtual learning using Google Classroom. Implications for practice or policy: Higher education institutions should create an environment for students to be motivated and enjoy Google Classroom use. Universities should provide Internet, technical and pedagogical support for students’ Google Classroom use. Universities should explain to students the affordances of using Google Classroom. Universities should encourage students to acquire access gadgets (smartphones or tablets) for Google Classroom use.

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Google classroom implementation in Indonesian higher education

Cited by 35 publications

References 5 publications

The use of cloud resources and services in distance learning of students in the context of restrictions caused by the pandemic

The use of cloud resources and services in distance learning of students in the context of restrictions caused by the pandemic

Exploration of Critical Thinking Skills in Digital Citizenship Course Through Online Learning

Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2

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