“Bridging the digital gap”: Students’ awareness, ease of use, and self-efficacy towards online learning among university students in Nigeria

The global crisis brought on by the COVID-19 pandemic paved the way for a new normal. As a result, the higher education system has opted for a delivery model based on flexible learning. To help with the implementation of flexible learning, Google Classroom was used. Google Classroom, as learning management system, is part of the online Google Apps for Education suite of productivity applications for teachers and students in flexible learning. The goal of this study is to assess the perception and satisfaction of college education students on Google Classroom as a teaching and learning tool. This research employed a descriptive method, with the students responding to an online survey questionnaire. The sample for this study was drawn using stratified random sampling and Slovins' formula was used to determine the number of samples drawn from the total population, which consisted of 321 students enrolled during the first semester of the school year 2021–2022. In order to answer research questions frequency count, average, percentile, and inferential statistics such as the independent-samples t-test and one-way ANOVA were used. The findings from the survey showed that majority of the college education students agreed that Google Classroom is easy to access, useful, supports communication and interaction and instruction delivery in flexible learning. When asked about their level of satisfaction, the respondents were very satisfied with the Google Classroom as instructional medium for teaching and learning. Moreover, results revealed that Google Classroom supports flexible language learning through the following: (a) assists them in completing their assignments on time; (b) helps them to be interactive in participating and engaging in fruitful discussion; and (c) motivates students to manage time. Therefore, it occurs that Google Classroom, as an educational interactive tool, has the potential to contribute to the effective delivery of flexible language teaching and learning. Furthermore, an independent sample t-test revealed that there is no statistically significant difference of the respondents’ perceptions on the utilization of Google Classroom when grouped according to their profile. In addition, one-way Anova analysis of the data revealed no statistically significant differences in student perceptions and satisfaction when classified by profile. On the other hand, when the respondents' courses are taken into consideration, there is a statistically significant difference in their satisfaction with Google Classroom. This study concludes that Google Classroom as instructional medium for teaching and learning contributes to effective flexible learning. It is recommended that professional development and capacity-building programs in college majors and courses should be tailored to the current teaching and learning environment and also to help the transition into other learning management systems used in higher education, undergraduate students should be exposed to free web-based learning applications like Google Classroom.

This study was conducted to effect of application online learning on motivation and mathematics achievement of student at grade XI SMA. This study is an quasi experiment study with a research sample 72 students from each one class XI SMA for the academic year 2021/2022 which were selected using the Stratified cluster random sampling technique. The instruments used observation of learning implementation, test achievement and scale motivation learning. The research data were analyzed by descriptive statistical analysis and inferential statistics by Independent Sample T-Test.the results showed that (1) The mathematics achievement at grade XI SMA of using application online learning (Google Classroom and WhatsApp Group) in high category and the motivation learning mathematics using application online learning (Google Classroom and WhatsApp Group) in high category. (2) There is difference using the Google Classroom online learning application with using the WhatsApp Group online learning application on the mathematics achievement of student at grade XI SMA. (3) There is difference using the Google Classroom online learning application with using the WhatsApp Group online learning application on the mathematics motivation of student at grade XI SMA.

Covid-19 has affected the educational system worldwide, and it makes the teaching and learning process done through online learning. This study aims to investigate EFL undergraduate students’ perceptions of utilising online learning applications during the Covid-19. There were 200 participants chosen with simple random sampling. The research instrument was an online questionnaire using a Likert scale of four items. Then data analysis employed a qualitative descriptive method to analyse two indicators: experience and comfort. The findings showed that these indicators were in the same category (positive). It indicated that mostly EFL undergraduate students had positive experiences and felt convenient in operating 4 out of 10 popular online learning applications. They preferred using WhatsApp Group, Email, Google Classroom, and YouTube channel during online learning. The recommendation is that lecturers use the most favourable online learning applications and design online engaging courses so that all undergraduate students keep feeling positive, enjoyable, and motivated to take online learning during the Covid-19 outbreak.

The Covid-19 pandemic has profoundly influenced the educational landscape. Teaching and learning methods shifted completely from face-to-face classroom methods to online learning. UiTM students used various platforms such as U-Future, Google Classroom, Microsoft Teams, and others to continue their learning. However, there have been few studies examining student satisfaction using these platforms for learning Arabic subjects. Therefore, this study aims to identify the level of student satisfaction and the factors influencing their learning satisfaction. A total of 598 respondents from UiTM Kelantan Branch participated in this study, with data collected using Google Forms. This study utilized a questionnaire containing four sections: respondent demographics, perceived ease of use, perceived usefulness, and satisfaction with online learning. The data were analyzed using descriptive statistics (mean, frequency & percentage) with SPSS and SmartPLS. The analysis results show that the satisfaction level of online Arabic learning is moderately high (M=4.53-4.67, SD=1.333-1.425). The perceived usefulness of online media (β=0.685, t=11.250, p<.001) was the main predictor of learning satisfaction, followed by perceived ease of use (β=0.199, t=3.145, p<.001). The findings also prove that students are satisfied with online Arabic learning. This satisfaction is driven by their perception of the necessity for online learning during the Covid-19 pandemic and the ease of using online learning media. Other implications are also discussed in this article.

With the COVID-19 pandemic, the higher education communities throughout almost the entire world have moved from traditional face-to-face teaching to remote learning by using video conferencing software and online learning applications and platforms. With social distancing requirements, it is expected that eLearning will be part of the delivery modalities at least until an effective vaccine is widely available. Even after the pandemic is over, it is expected that remote learning and online education will be part of the “new or next normal.” Such online and remote learning modalities are not simply restricted to academic institutions. Businesses are using online and remote learning to re-train, re-tool, and re-educate their employees. The students, in general, are not enthusiastic about the virtual classroom. Niche.com surveyed 14,000 undergraduate and graduate students in April 2020 and found that more than 2/3 of them thought online classes are not as effective as in-person and teacher-centered classes. This unplanned change in teaching modes caused by COVID-19 and the negative feedback from students creates some serious concerns for educators and universities. How to enhance the eLearning experience for students? How to choose from many eLearning platforms on the market? Which eLearning platform is the most user friendly and the best suited for online classes? Which eLearning platforms enable the best class participation and student involvement? In this research, we apply the eLearning usability heuristics to evaluate the major video conferencing platforms (e.g., Cisco Webex, Microsoft Teams, and Zoom).

The study considered the use of online learning applications for instructional delivery and assessment purposes in higher institutions of learning that stimulates a new atmosphere where lecturers could utilize these facilities to promote learning. The study also determined the gender difference between lecturers use of online learning applications for instructional delivery and classroom assessment in a post-covid context. The digital applications analyzed in this study include Google classroom, Email, Moodle, Canvas, Google, Microsoft Team, Zoom, Google Meet, Cisco Webinar, Facebook groups, Open Educational Resources (OERs), Google docs, Google slide, WhatsApp and Telegram Channel. At present, however, opinions are divided over the extent to which lecturers utilize these online learning applications in instruction and assessment. A descriptive survey research design was adopted with 152 participants (n = 88 males and n = 64 females) for the study and the instrument used for data collection was Utilization of Online Leaning Applications in Classroom Instruction and Continuous Assessment Questionnaire (UOLACICAQ). On December 2021, the participants completed the Questionnaire. The internal consistency of the instrument was determined using Cronbach’s Alpha and the reliability index of .93 was obtained. Results of the study show a low extent of utilization of online learning applications in classroom instruction and continuous assessment (Canvas, Microsoft Team, Google Meet, Cisco Webinar, OERs, Google slide, Telegram Channel, Facebook groups, Moodle, Google Classroom, learning management systems, Google forms and Google sheet). There was however, a significant difference between male and female lecturers' use of online learning applications for continuous assessment. Lecturers’ utilization of online learning applications in instruction and assessment of learning will expose them to different online learning applications used in delivery instructions and assessing students’ learning. The research supplies good idea of the instrument for measuring those staked learning outcomes in higher institution. However, lecturers do not differ in terms of the extent to which they use online learning applications while delivering instructions in the classroom based on gender.

The aims of this research is to observe that (1) the use of Google Classroom during Online Learning during the covid-19 pandemic is very useful in English subjects. (2) Especially in the assignments in class, assessment, and providing material in English subjects in SMPN 6 Bekasi of 7th grade. The method used in this research is descriptive qualitative. to collect the data the researcher used questionnaires, interviews and observations while using the Google Classroom application in the classroom during the application of Online Learning. This research data uses a questionnaire with 10 statements and interviews with 10 questions related to the use of Google Classroom in Learning English through google forms which were distributed to 35 students as respondents. Based on the results obtained by the researcher, that 51.4% strongly agree of 35 students that the Google Classroom application is very useful, easy to use, and very helpful for students in teaching and learning activities during Online Learning in English subjects. The features (Assignment, Assessment, and Provide materials) contained in the Google Classroom application are also very helpful for students based on the highest presentation results in this study, obtained 60% strongly agree from all respondents. Furthermore, the use of the Google Classroom application during the covid-19 pandemic when the application of Online Learning could be utilized by students as a media to support teaching and learning activities in English subjects.

Coronavirus pandemic has led to changes in the teaching and learning landscape. Both lecturers and students must accommodate to the changes, where teaching and learning which used to be face to face learning, has now changed into online learning. This results in the various problems faced by both lecturers and students in online learning. Hence, many online platforms have been introduced to the field of education such as Google Classroom, Edmodo and Microsoft Teams. By pinning on the 12 factors in decomposed technology acceptance model (DTAM) (i.e., perceived usefulness, perceived cognitive absorption, perceived ease of use, perceived internet self-efficacy, perceived computer self-efficacy, interpersonal influence, external influence, information quality, service quality, system quality, confirmation, and satisfaction) which are suggested by Roca et al. 2006, this research aims to investigate students’ continuance intention to learn with Google Classroom (GC) in online classes. A 56-item questionnaire which covers the 12 factors of the decomposed technology acceptance model was administered to 242 undergraduate students from Universiti Teknologi MARA (UiTM); Puncak Alam and Shah Alam campuses. The statistical data of this research suggests that students’ continuance intention towards Google Classroom among UiTM students is high which is influenced by the aforementioned factors. From these findings, this research is hoped to provide a new insight on the effectiveness of using GC in providing continuous interest in online learning among students.

The purpose of this research is to determine the implementation of online learning on economicslearning during the Covid-19 pandemic by the eleventh grader of social studies major at SMA Negeri 1 Bontang. This research is also to find out students' perceptions of applications, tools, and networks used in online learning. This is a case study researchby using qualitative approach. The data sources in this study were eight students from class XI IPS and oneeconomics teacher. This research used purposive sampling technique. Meanwhile, the data collection techniqueused interview, questionnaires and documentation techniques.The research’s finding showed promising result in terms of availability of tools. Cellphone and laptop are the tools used in online learning. The students also showed the capability to use online learning application such as Whatsapp and Google Classroom. The research also showed that students tend to be more interested in using Google Classroom. Learning process indicators demonstrated the range of student preferences for online learning concepts. There are two dominant concepts. The first is lectures, in which students gain a better understanding of the topic through the teacher's explanation. The second is online learning in the form of videos. The content in the form of a video is more entertaining than reading content.The fulfillment of online learning resources for all students, particularly mobile devices, demonstrates extremely high outcomes in the support indication. Support from schools is also provided, such as internet bundles, textbooks, and instruction on how to utilize online learning media apps. Students are also feeling the support of their parents. The establishment of a parent Whatsapp group by the homeroom teacher is as a school partner in overseeing the student learning process. Keywords: Perception, Online Learning, Covid-19 Pandemic

Due to the Covid-19 epidemic, the education system worldwide has changed profoundly. This has caused many lecturers to transform face-to-face teaching and learning to online learning. In this regard, this study focuses on students' experiences in dealing with online learning. A survey method using a questionnaire is used to gather data from students, and 46 respondents answered the survey. The survey is divided into three sections, which comprise of Online Learning (Assigning Tasks), Online Learning (Quizzes), and Online Learning (Online Meetings). The results showed that the online learning application that was mostly used for assigned tasks was Google Classroom, which was 78.3%. The online learning application that is mostly used for quizzes was Kahoot, 97.8% and for online meetings was Zoom, 63.2%. Overall, most respondents, 45.7 <sup xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">%</sup> chose a combination of online learning and face-to-face classes.

The Covid-19 pandemic has plagued all corners of the world, including Indonesia. Simultaneously, the Ministry of Education and Culture (SE No. 36962/MPK.A/HK/2020), responded that learning during the pandemic can be carried out with an online or remote system and work from home. The application of online learning is a form of innovation that can be done to condition the teaching and learning process in the hope of preventing the spread of the Covid-19 outbreak. One of the online learning applications that can be used to support the learning process during the Covid-19 pandemic is Google Classroom. This Google Classroom application is equipped with classroom features that can be created by educators and can be followed by all students. The features provided are complete, including uploading materials, videos, assignments/practices, and even discussion forums. Research data was taken by distributing online questionnaires using google form to 122 students. These students are those who have done online learning using Google classroom. The results showed that the optimization of the use of Google Classroom can be used to develop online learning with high results, which is 73.57%.

The purpose of this research was to find how the first online learning implementation in the Department of Mathematics Education in The Islamic State Institute of Bengkulu during the Covid-19 pandemic. This research was qualitative research which was conducted in July as an evaluation of the first online learning from March until July. 90 students were chosen by purposive sampling and then given an online questionnaire. The results showed that there were some mathematical courses students took in the Even Semester 2019/2020. The platforms used by lecturers while teaching Mathematics were 39.6% WhatsApp Group, 22% Google Classroom, 13.2% Cisco Webex, and 25.2 % others. Platforms that were felt effective as online learning applications were 52.7% Cisco Webex, 26.4 % WhatsApp Group, 9.9% Zoom meeting, 5.5% Google Classroom, and 5.5% others. This is felt to be effective because it does not consume a lot of data packages, has a strong signal, and can be accessed at any time (WhatsApp Group and Google Classroom). In addition, this platform can be used for live conferencing / video calls using whiteboards which are deemed effective for teaching math material (Cisco Webex). However, several obstacles were found during the implementation of online learning, namely difficulties in obtaining sufficient internet data packages; limited network; difficult assignments and assessments; less effective teaching methods; and use of multiple applications.

The outbreak of COVID-19 has made a substantial positive impact in educational settings, urging teachers to use innovative online ways of teaching and making numerous online platforms, including Microsoft Teams, Google Meet, Google Classroom, video communication applications, and many other tools accessible for students. However, the online learning setting has spawned a variety of challenges for both learners and teachers, ranging from technical problems to poor training. As a matter of fact, learners, educators, and practitioners have different attitudes toward the effectiveness of online learning. Considering this, this study investigates the impact of implementing online learning on students' grammar performance in Morocco. It does so by assessing the control and experimental groups' performance during five-week experimentation. The study population was 11th-grade secondary school students in Tazizaoute High School, El Kbab, Khenifra, Benni-Mellal-Khenifra Region. The participants were randomly and equally assigned to the control group (N=30), taught through face-to-face learning, and the experimental group (N=30), taught using online learning via Microsoft Teams. To collect quantitative data, grammar pre- and post-tests were employed to measure the grammar performance in both groups before and after the treatment. Both descriptive and inferential statistics (Independent T-Test) using SPSS-26 were used to analyse the data. The findings revealed a statistically significant difference between the two groups favouring the control group.

The COVID-19 pandemic has had a negative impact on the life system in Indonesia, one of which is the education system. This study aims to analyze the use of online learning applications during the Covid-19 pandemic in biology subjects at SMAN 2 Rantau Utara. This research was quantitative research with a descriptive method. The sample of this research was the students of class XI MIA SMAN 2 Rantau Utara totaling 179 students who were taken by total sampling technique. The research instrument was in the form of a questionnaire on the use of online learning applications distributed through Google Forms and interview guidelines. Data analysis was carried out by calculating the percentage of scores obtained. The results showed that the online learning applications used by class XI MIA students of SMAN 2 Rantau Utara during the covid-19 pandemic were Google Meet at 57%, and Google Classroom at 43%. The indicators obtained for using online learning applications during the Covid-19 pandemic were: (1) Display of features/facilities in online learning applications used was 74%, (2) Interest in online learning applications used was 58.2%, (3) The provision of materials/tasks in the online learning applications used was 56.8%, (4) the independence of students towards online learning applications used in learning was 46.2%, and (5) the implementation of learning that occurred while using the online learning applications used by 42.6%. The use of online learning applications for biology subjects conducted online was a good solution to dealing with problems in the education system in the era of the covid-19 pandemic.

The phenomenon in the community regarding the implementation of online learning during the Covid-19 period has become a new habit for students, students, and lecturers. The sample set in this study amounted to 100 respondents (students, students, teachers, and lecturers) in the Panai Hulu sub-district. is a coastal area in Labuhanbatu Regency with a purposive sampling technique. Each indicator must be tested for instrument validity and reliability. Precise data analysis using path analysis with IBM SPSS and AMOS applications. The results of the study show that online learning has a direct effect on learning satisfaction, lecturer competence has a direct effect on learning satisfaction, and learning satisfaction has a direct effect on learning motivation. The implementation of online learning with distance learning is almost similar, the difference in online learning during the covid-19 period has used various platforms such as google classroom, google meet, zoom, Microsoft teams, and various other online learning applications, this is a manifestation of the era of the industrial revolution 4.0 in the field of learning today more real in front of us so that it has an impact on humans in the future.