Google classroom: insights from Malaysian higher education students’ and instructors’ experiences

Kumar, Jeya Amantha; Bervell, Brandford; Osman, Sharifah

doi:10.1007/s10639-020-10163-x

Cited by 80 publications

(102 citation statements)

References 32 publications

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“…A code is generated for each class, which students can use to join the community. Using this online resource, J. Amantha, B. Bervell, S. Osman noted the following features: integration with Google Drive; the ability to specify the deadline for the completion of the work, set the assessment scale tracking the delivery of work, put preliminary marks and add comments; the ability to add colleagues to your class; the ability to assign an individual task for the student; systematization of courses and work schedule in Google Calendar; function of quick quizes [21]. Thus, Google Classroom has a simple and user-friendly interface, but unlike ClassDojo and ClassCraft, the service lacks game components (glasses, badges, leaderboards, etc.)…”

Section: Methodsmentioning

confidence: 99%

The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

Masharova¹,

Mikhlyakova²,

Krukovskiy³

et al. 2020

P Sci Edu

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The problem and the aim of the study. New challenges and requirements of society and the state to the e-education system necessitate the formation of students' skills for active information interaction and cognitive activity in the digital space. The authors propose to use cloud services for organizing the educational process, e-learning participants integration and communication, expanding didactic tools and improving the quality of graduate training in the electronic educational environment. Research methods. The main methods are theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control events and the content of the Google Classroom cloud service (assigned tasks, announcements, instructions, links to additional resources). The pedagogical experiment involved 52 students (35% of girls and 65% of boys) from the Law Institute of Vyatka State University. The G sign criterion is used as a statistical processing method. Results. The features of the organization of e-learning in a digital school have been formulated to enhance information interaction based on the use of cloud technologies through the Google Classroom service: the integration of students and teachers into a single information and educational space, expanding the possibilities of learning and communication; "synchronization" of educational and cognitive activities in different digital resources; the orientation of the service content to the peculiarities of the modern student’s perception, the ability to work in the format of mobile applications activates cognitive interest, research activities and communication practice are supported. The empirical value Gemp=3<Gcr=10 (for p=0.01) obtained during the experiment confirms that the shift towards improving the quality of educational results after using the Google Classroom cloud service is not accidental. Conclusion. The use of cloud services in organizing information interaction in the e-learning system will improve the quality of educational results while providing a set of conditions: enhancing cognition, connecting students to information interaction in new ways, expanding the boundaries of the educational environment, modifying the roles of participants in the didactic process, and using mobile applications.

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Section: Methodsmentioning

confidence: 99%

The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

Masharova¹,

Mikhlyakova²,

Krukovskiy³

et al. 2020

P Sci Edu

View full text Add to dashboard Cite

show abstract

“…Pengumpulan data pada penelitian survei dapat dilakukan dengan google form (Jamaluddin et al, 2020 (Ventayen et al, 2018). Menurut Kumar, Bervell and Osman (2020), sebagian besar institut pendidikan termasuk pendidikan tinggi di Malaysia menggunakan Google Classroom.…”

Section: Data Instrumen Dan Teknik Pengumpulan Dataunclassified

Pengalaman Calon Guru Sains Dalam Pembelajaran Daring Selama Masa Pandemi Covid-19

Hindrasti

Sabekti

2020

JPS Universitas Muhammadiyah Semarang

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This study aims to determine the experience of preservice science teacher in online learning during the Covid-19 pandemic in Tanjungpinang. This research is a survey research, with a quantitative descriptive research method. The sample is determined using total sampling technique, with totaling 278 peoples. The research instrument used a questionnaire in the Google Form. The results showed that almost all preservice science teacher took part in online learning from home using smartphone devices and learning platforms in the form of whatsapp and google classroom, as well as video conferencing, namely zoom. Most preservice science teacher still do practicums that are carried out independently at home and also virtually. Limited networks and internet data packages are two major aspects that interfere with online learning. However, preservice science teacher feel the benefits of online learning, among others, being efficient in terms of time, increasing digital technology literacy, and avoiding Covid-19.

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“…Design and implementation of technology enhanced learning environments largely depends on users' intention to use technology, which is connected to one's own perceptions of technology usefulness, relevance, and difficulty in use (Long et al, 2017), In the framework of a learning environment, users of technology are both learners and instructors. However, the perceptions of these two groups of users are often different, particularly when it comes to how engaging and effective for learning they consider different technological tools and strategies to be (Bolliger and Martin, 2018;Kumar et al, 2020). In addition, instructors' self-perceptions, which relate to issues of professional development on technology-enhanced learning, also seem to influence the level of technology adoption in Higher Education (Georgina and Olson, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Role of Learning and Communication Technologies in Online Courses’ Design and Delivery: A Cross-National Study of Faculty Perceptions and Practices

2021

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This article presents the results of a study, conducted within the scope of the EU-funded project RELOBIE: Reusable Learning Objects in Education, which investigated faculty perceptions and practices regarding the educational use of contemporary and emerging technologies. A cross-national, in-depth online survey of n = 171 faculty members in the four partner countries (Estonia, Cyprus, Norway, Portugal) took place. Seventy-six (n = 76; 44.4%) of these faculty members taught courses which were either offered at-distance (no face-to-face component), or involved a significant online component (blended courses). The study gained some useful insights into online instructors’ perceptions, motivations, and experiences regarding the instructional use of digital videos and other technologies (e.g. subject-specific software, collaboration tools, games, simulations, virtual labs). It also shed some light into both facilitating and inhibiting factors to the effective integration of learning and communication technologies into online courses’ design and delivery.

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Google classroom: insights from Malaysian higher education students’ and instructors’ experiences

Cited by 80 publications

References 32 publications

The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

Pengalaman Calon Guru Sains Dalam Pembelajaran Daring Selama Masa Pandemi Covid-19

The Role of Learning and Communication Technologies in Online Courses’ Design and Delivery: A Cross-National Study of Faculty Perceptions and Practices

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