The Utilization of “Google Meet” and “Zoom Meetings” to Support the Lecturing Process during the Pandemic of COVID-19

Wiyono, Bambang Budi; Indreswari, Henny; Putra, Arda Purnama

doi:10.1109/iccece52344.2021.9534847

Cited by 19 publications

(17 citation statements)

References 16 publications

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“…Of the several communication techniques used, the research findings show that the most widely used communication techniques are synchronous, namely, Google Meet, Zoom, and Skype. The results of previous studies also show that lecturers and students use the Zoom or Google Meet applications a lot during the learning process [36]. Thus, the results of this study are in line with the findings of previous studies, where Zoom and Google Meet communication media are widely used in the learning and teaching process.…”

Section: Discussionsupporting

confidence: 91%

The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

et al. 2021

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This study aimed to explore communication techniques based on the information and communication technology (ICT) used in the implementation of instructional supervision to determine their effect on the teacher’s learning process and find effective techniques to improve the quality of the teacher’s learning process. This research was conducted in Blitar City with a sample of 60 teachers through a random sampling technique. The data collection technique used a rating scale, checklist, and open-form questionnaire. Descriptive statistics were used to describe the data, while the Pearson product-moment correlation techniques and multiple regression were used to test the research hypotheses. The results show that the most widely used ICT-based communication techniques are WhatsApp, Google Meet, Zoom, Skype, and Google Forms. These are followed by email, video-recording, and audio-recording techniques. The use of ICT is still rare. There is a significant relationship between the use of ICT in instructional supervision and the quality of the teacher’s teaching-learning process, except when using telephones and televisions. ICT techniques are most commonly used for synchronous communication, followed by use for sharing information, and recording activities. The use of ICT in instructional supervision simultaneously affects the teacher’s instructional process.

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Section: Discussionsupporting

confidence: 91%

The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

et al. 2021

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“…When viewed in more detail, the use of online communication techniques is also not optimal. The use of synchronous communication media, such as Google Meet or Zoom, has not been maximized in the online learning process [16]. Likewise, in searching for library sources, there are also not many uses of library source search engines [23].…”

Section: Discussionmentioning

confidence: 99%

“…Some institutions that use a Learning Management System (MLS) are also using them optimally [24]. In addition, there are also many problems faced by students, such as the problem of poor Internet connections, unstable signals, Internet quotas, incapacity, access, and others [16,23,24]. Therefore, face-to-face meetings are still needed.…”

Section: Discussionmentioning

confidence: 99%

“…Likewise, lecturers have also not implemented online learning effectively [13,14] and students have also not used ICT-based communication techniques optimally [15]. Even online communication, such as the use of Google Meet or Zoom, has not been implemented optimally [16]. Therefore, it is necessary to develop a blended learning model in learning.…”

Section: The Effect Of a Blended Learning Model On Students' Learning Process And Outcomementioning

confidence: 99%

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Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service

Wahjono¹,

Wiyono

Maisyaroh

et al. 2021

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This study aims to describe the implementation of online learning that is applied today, and to develop a blended learning model as a strategy to provide student services according to the diversity of potential, needs, interests, and learning speeds. This study used research and development design. Several stages were carried out, namely, conducting literature studies, planning, organizing, mapping basic competencies, carrying out learning activities, reporting, and dissemination. The preliminary research samples included 10,466 students, and the samples for the blended learning model trial included 144 students through random sampling. The results showed that many students were happy to study at home, whereas others were happy to study at school. The facilities to support online learning at home were sufficient. The online learning presented by the teachers was quite interesting and most parents support it. Based on these findings, a blended learning model was developed. The results of the model trial show that blended learning is very useful and there is a significant increase in student learning outcomes. The blended learning model is very effective at supporting online learning. It can provide optimal services to students according to their talents, interests, and abilities. For that, a special strategy is needed and the cooperation of all the elements of the school. The development of an IT-based management system is very helpful in monitoring the progress of students and increasing the awareness of teachers and parents in overseeing the success of learning. The blended learning model in high school can be one of the models for schools that implement a semester credit system.

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“…Uzunboylu et al's (2019) research on the use of technology during the years 1990-2019 was examined and stated that the articles written on technology increased over the years [19]. In the literature, most researchers have defined distance education as a technology-centred system where the learner and the educator can meet in separate environments during the education process [17].…”

Section: Introductionmentioning

confidence: 99%

Determining the Knowledge Levels of University Students on Distance Education and the Google Meet Application Programme

et al. 2022

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The general aim of this study is to determine the knowledge levels of university students on distance education and the Google Meet application programme. The descriptive method was used in the research. The research was carried out in the spring term of 2020–2021, and consisted of 462 volunteer university students studying in the field of computer engineering at various universities in the Marmara region of Turkey. In order to determine the information of the participants, a measurement tool called ‘distance education platforms’ was used, which was developed by the researchers; the measurement tool was collect-ed from the students with the help of an online questionnaire. The raw data obtained from the measurement tool were analysed with the SPSS programme and categorised to reveal their understanding levels. Based on the findings, it has been determined that although digital natives have good views on today’s distance education and Google Meet topics, the level of understanding of the related concepts is quite high.

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The Utilization of “Google Meet” and “Zoom Meetings” to Support the Lecturing Process during the Pandemic of COVID-19

Cited by 19 publications

References 16 publications

The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

The Use of Information and Communication Technology (ICT) in the Implementation of Instructional Supervision and Its Effect on Teachers’ Instructional Process Quality

Development of Blended-Learning-Based Semester Credit System Implementation Model to Improve Learning Service

Determining the Knowledge Levels of University Students on Distance Education and the Google Meet Application Programme

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