Pre-service Teachers' Interaction Tool Preferences in Blended Learning and Their Views on Google Classroom

Abstract

Purpose: This study aims to determine the opinions of pre-service teachers who receive education through blended learning regarding Google Classroom support and their interaction preferences in blended learning environments. Methodology: The research was conducted using a case study design, one of the qualitative research designs. Data were collected from 11 pre-service teachers who participated in a teaching practice course, utilizing a semi-structured interview form. The collected data were coded and categorized using descriptive and content analysis methods. Findings: The study found that students primarily utilized Google Classroom for assignments and interactions with instructors, other students, and course content. Students emphasized their need for interaction with the instructor as the most significant aspect of blended learning, followed by content interaction and interaction with other students. Pre-service teachers' views towards Google Classroom were positive. Their opinions were categorized under the categories of contribution to self-regulation, an interactive assignment system, ease of use, and student-student interaction. Highlights: Google Classroom can be used as a support for LMSs. When it is used with activities that will attract students' interest, it may be possible to increase students' satisfaction. Students were very satisfied with the detailed and quick feedback on their assignments. Another prominent feature of Google Classroom is that the documents are systematically organized and always accessible. One may suggest that LMSs that do not have these features should take precautions at this point. All of the students plan to use Google Classroom in their professional life.