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Google Classroom Features
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This paper examines students' attitude towards the use of Google Classroom for learning English as a Foreign Language. Generally, in the Middle East and Sub-continent the traditional approach is used in English Language Teaching. However, with the advancement in educational technologies online platforms are also used as they provide students with m...
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Information on the emotional outcomes of e-learning system use and emotional aspects of user experience in higher education is quite limited. Accordingly, the aim of the study is to identify the factors that influence university students’ intention to continue using e-learning systems and to examine the emotional outcomes of the continuance intenti...
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... However, concerns regarding the speed of learning and user experience were identified. This data served as the basis for developing a framework to evaluate various online platforms, focusing on four key concepts: pace, accessibility, collaboration, and student involvement/autonomy (Naeem-Ahmed & ur Rehman, 2021;Borova, Chekhratova, Marchuk, Pohorielova & Zakharova, 2021;Bergström & Wiklund-Engblom, 2022). These concepts were instrumental in assessing the utility of other online learning platforms and informing pedagogical practices. ...
The purpose of this study is to comprehensively describe the results of the analysis of the ability to understand concepts and misconceptions in terms of differences in learning styles, as well as gender differences. The data to be collected in this study is in the form of primary data and secondary data. The primary data is obtained from primary sources and secondary data is obtained from secondary sources. The primary source in this study is informants, namely students, and the secondary source is documentation of student test scores as an illustration of student abilities. The instruments in this study are student learning style tests and auxiliary instruments in the form of misconception diagnostic tests. Learning style test in the form of a questionnaire. This instrument is used to uncover visual, auditorial, and kinesthetic learning style variables. Misconception diagnostic tests use the Certainty of Response Index (CRI). The results of the CRI analysis based on student answer criteria are: (a) 5.83% of student problem solving do not know the concept (lucky guess); (c) 22.30% of the student problem solvers did not know the concept; (b) 50.18% of student problem solving mastered the concept well; and (d) 21.69% of student problem solving occurred misconceptions.
... However, the TAM has recently been used with students to examine their acceptance of open-source educational software in general (Racero et al., 2020) and of the opensource software ULearnEnglish (da Silva et al., 2021). Students' acceptance of free and collaborative m-learning apps such as Padlet (Dianati et al., 2020), WhatsApp (Maphosa et al., 2020), or Google Classroom (Ahmed & ur Rehman, 2021) was also investigated. Results of these studies showed that this types of software and app are rather well-accepted by students. ...
... These results were in line with numerous studies investigating teachers' technology acceptance with the TAM (for reviews, see Granić & Marangunić, 2019;Scherer et al., 2019) and with studies investigating more specifically teachers' m-learning acceptance with the TAM (for a review, see Al-Emran et al., 2018). However, it is difficult to position our results in relation to other apps of the same type as Artefac (open-source, collaborative, free, allowing the sharing of different resources between teachers) since we identified in the Introduction section that this type of study was lacking among primary and secondary teachers whereas it existed among students (Ahmed & ur Rehman, 2021;da Silva et al., 2021;Dianati et al., 2020;Maphosa et al., 2020;Racero et al., 2020). Moreover, mean scores of perceived usefulness for teaching, perceived ease of use, perceived enjoyment, and intention to use were significantly higher than the mean of the scale for the whole sample, indicating that the teachers found Artefac useful for teaching, easy to use, and pleasant to use, and they intended to use it (H7, H8, H9, H10 validated). ...
Based on the Technology Acceptance Model (TAM), the aims of the present cross-sectional study were i) to investigate acceptance by teachers of an open-source, collaborative, free m-learning app, named Artefac, ii) to examine whether teachers’ self-approach goals (i.e., the motivation to teach more effectively than before) may be a relevant external variable to include in the TAM, and iii) to investigate potential differences of acceptance between school subjects (humanities and social science teachers vs. science teachers), status (in-service teachers vs. pre-service teachers), and contexts (teachers in schools classified as difficult vs. teachers in schools not so classified). A total of 419 French teachers (277 women, 142 men) took part in the present correlational survey. After reading a text with pictures presenting an open-source, collaborative, free m-learning app, named Artefac, the participants filled out a self-reported questionnaire about its acceptance before use, assessing perceived usefulness for teaching, perceived ease of use, perceived enjoyment, and intention to use. Teachers’ self-approach goals were also assessed. One-sample t-tests and structural equation modeling were used to analyze the data. The results showed that Artefac was rather well accepted by teachers (with middle to strong effect sizes), whatever their school subject, their status, and their teaching context. The results also highlighted that teachers’ self-approach goals positively predicted perceived enjoyment and perceived ease of use but did not predict perceived usefulness for teaching, indicating that the more teachers wanted to increase their teaching skills, the more they found Artefac easy to use and fun to use.
... They also expressed interest in learning more about Google classroom through training. The result is also in agreement with those of Syed and Shafiq (2021), who found that Google classroom provides opportunities to flip the class and receive increased participation of students in the face-to-face class discussion as well as on the online platform. It also provides teachers an opportunity to share the most relevant material with students before the class, which helps in flipping the class successfully. ...
This study investigated the Perception of students on the use of Google Classroom for educational purposes. Four research objectives, four research questions and three hypotheses guided the study. The population of the study used all education students in the Faculty of Education, University of Port Harcourt. A sample of 300 students was used for the study. Purposive and stratified random sampling techniques were used for the study and the instrument used to collect data was a structured questionnaire titled Perception of students on the use of Google Classroom in Tertiary Institutions (PSGCTI) with 40 items. A reliability coefficient of .74 was obtained for the structured questionnaire administered to students. Mean scores, Z-test and Anova, were used as the statistical tools for the study. It was found that the Google classroom platform helps students organize their assignments and it fosters better communication between teachers and students. It was also found that Google classroom makes online learning exciting and it creates creativity and critical thinking and makes students highly motivated. Based on the findings, it was recommended that Google classroom is a useful tool that every educator should use for teaching online. Furthermore, it was also recommended that teachers should use the Google classroom tool to bring about paperless communication in the classroom.
