Abstract
This study assessed students’ perceptions on efficacy of Google Classroom when it was used as a learning support for big-size classes with a number of students in English courses. The online application as a teaching assistance was implemented to offer students more opportunities to review and get engaged with the course materials and contents in order to increase their practice, performance, motivation, and confidence in learning. The questionnaire survey was distributed to collect feedback from 211 students, and the interview was also conducted to twenty students to get more detail on the use of Google Classroom. The findings revealed that the students had good perceptions on the use of Google Classroom as a tool to support English learning. When factors were analyzed to find out whether they had any impacts on perceptions, it was found that students with prior experience of using Google Classroom had better perceptions than first-time users while male and female students did not differ in their perceptions. The result also showed that the students’ perceptions of Google Classroom efficacy were not significantly different in general English course and English for specific purposes course.
Highlights
This study aimed to investigate the efficacy of new learning technology such as Google Classroom through learner perceptions
The highest mean score (4.27) was Statement no.1; reviewing content before tests benefited of Google Classroom the most
Statement no.4 with a mean score of 4.10 indicated that they felt that Google Classroom was a suitable tool to support their learning
Summary
The mixture of technologies and scholarly theories has clearly become an educational phenomenon in all courses of action in this century [1]. Educators and workforce experts have been searching for best-practice technologies as best-fit learning tools for learners. Traditional teaching approaches can offer limited learning tools and visual aids, which are unable to fully support student-centered education. Through suitable assimilation of pedagogical designs, teachers can transform schooling experiences to countless opportunities for students, promoting students’ interactivity, extended participation, convenient collaboration, instant communication, and near-at-hand personalization. Venturing online learning challenges educators to put extra effort in pedagogical design and teaching delivery. Teachers must keep themselves updated to acquire competence in developing a technological system, work and co-work in digital platform, and promote communication and interaction in an online learning community. Educators and teachers encounter challenges to adapt themselves to learn and make use of rapidly developing technology as well as initiating new learning processes in an effective way. To ensure student learning quality, appropriate teacher training may be necessary
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