Investigating Learners’ Satisfaction Utilizing Google Classroom as Online Formative Feedback Tool

Agustina, Minda; Purnawarman, Pupung

doi:10.1109/icet51153.2020.9276616

Cited by 5 publications

(4 citation statements)

References 22 publications

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“…It is also possible that they did not have much time to improve their digital literacies before the data for this study were collected. The single most influential factor that drove the three teachers' OFA decisions is their student-centric decisions which is in line with the findings of Agustina and Purnawarman (2020). An odd factor that came up in the data analysis is that despite claims about access to the internet by a large majority in India, there was very little difference among the teachers' access to digital tools and platforms.…”

Section: Discussionsupporting

confidence: 68%

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Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

Mahapatra

2021

Asia-Pacific Edu Res

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ESL/EFL teachers, especially those working in higher education, across the world were required to teach online after the spread on COVID-19. Many empirical studies have been conducted in the last 1 year to investigate various aspects of online teaching and learning of languages. However, online ESL teaching in South Asian contexts remains almost unexplored. This paper reports a multiple case study that aimed to bridge this gap and explore online formative assessment (FA) and feedback practices of three ESL teachers working in three universities in India, Bangladesh and Nepal. Data were collected through classroom observations, interviews and document analysis. The results indicate that all three teachers actively engaged their students in a variety of FA practices, although they did not use the obtained information from assessments properly and there remained many areas of improvement. Their feedback practices, which involved the integration of a few digital tools, were regular and student-friendly. The study is significant in that it is thefirst of its kind. Future researchers can conduct large scale studies to verify if the findings of the study are true for other university ESL teachers who are teaching online.

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Section: Discussionsupporting

confidence: 68%

“…What is evident here is that FAs are required to be learnerand learning-centric. Thus, it may be necessary for teachers to take into account learners' satisfaction with the OFA tools which determine the quality of learning (Agustina & Purnawarman, 2020). The usability and value of OFA tools can also play a crucial role (Chiu et al, 2005).…”

Section: Online Famentioning

confidence: 99%

Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

Mahapatra

2021

Asia-Pacific Edu Res

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“…Similarly, research by [2] revealed that asynchronous communication seemed to enable in-depth communication among learners with previous training in computers who were more satisfied with online courses than students who hardly used the computers. Agustina and Purnawarman [3] further reported an analysis proposed by the US Department of Education which revealed that online instruction can be more valuable than traditional face-to-face instruction for both younger and older learners.…”

Section: Introductionmentioning

confidence: 99%

“…Agustina and Purnawarman [3] investigated learners' satisfaction utilizing Google Classroom as an online formative feedback tool. The paper contributed to further technology development for pedagogy life, especially formative feedback.…”

Section: Introductionmentioning

confidence: 99%

Analysis of google classroom utilization as a tool to enhance blended learning in federal polytechnic Mubi Amidst Intense Security and COVID-19 Challenges

Simon¹,

Ajayi²,

Gadzama³

2022

World J. Adv. Res. Rev.

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Teaching and learning have improved in the twenty-first century as numerous pedagogical technologies have been produced to support learning throughout the universe, where traditional classrooms have been turned into virtual classrooms to facilitate blended learning. The Nigerian education system has suffered a setback as a result of the COVID-19 pandemic and the country's strong insecurity concerns, both of which have had a significant impact on the country's education system, making it harder for students and teachers to collaborate in learning. This paper aimed to analyze the utilization of Google Classroom as a tool for teaching and learning in the Federal polytechnic Mubi. The study used a total of 475 questionnaires to collect data from Lecturers of the institution, and a simple percentage was used to analyze the results. Our findings revealed that 55% of the respondents believed that Google Classroom made it easy to upload course materials to students, 65% also believed that Google Classroom made it easy to grade students’ assignments/quizzes, and 61% likewise attested that Google Classroom was of great significance in timely completion of course delivery and assessment. Therefore, this paper concluded that Google Classroom was utilized in the Federal Polytechnic Mubi amidst insecurity and COVID-19 challenges. The paper recommends the adoption of Google Classroom as a tool to enhance blended learning in Nigerian tertiary institutions.

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Integrating 4C/ID model into computer- supported formative assessment system to improve the effectiveness of complex skills training for vocational education

Xu,

Deng,

et al. 2024

Educ Inf Technol

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Investigating Learners’ Satisfaction Utilizing Google Classroom as Online Formative Feedback Tool

Cited by 5 publications

References 22 publications

Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

Online Formative Assessment and Feedback Practices of ESL Teachers in India, Bangladesh and Nepal: A Multiple Case Study

Analysis of google classroom utilization as a tool to enhance blended learning in federal polytechnic Mubi Amidst Intense Security and COVID-19 Challenges

Integrating 4C/ID model into computer- supported formative assessment system to improve the effectiveness of complex skills training for vocational education

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