Students Acceptance of Google Classroom: An Exploratory Study using PLS-SEM Approach

Rana A Saeed Al-Maroof,Mostafa Al-Emran

doi:10.3991/ijet.v13i06.8275

Abstract

Google classroom can work in unidirectional process as it can serve the teachers’ strategies and styles on one hand and students’ perception, understanding, and effective participation in different classroom skills on the other hand. The ac-ceptance of Google classroom is affected by different factors. Some of them are still not clearly specified and discussed in previous research; therefore, they need further investigation. Based on the previous assumption, this study is an attempt to examine the factors that affect the students’ acceptance of Google classroom at Al Buraimi University College (BUC) in Oman. The Technology Acceptance Model (TAM) was adopted to formulate the hypotheses of the current study. The data was collected through an online questionnaire with 337 respondents. The Partial Least Square-Structural Equation Model (PLS-SEM) approach was used to assess both the measurement and structural models. The results of the study prove that both the perceived ease of use (PEOU) and perceived usefulness (PU) positively influence the behavioral intention, which in turn influence the actual usage of Google classrooms. This study helps the decision makers of the higher educational institutions to have a better understanding of the effectiveness of us-ing Google classroom by their students. It is assumed that it helps in measuring the level of students’ acceptance to the previously mentioned technology.

Highlights

The distance, online or blending learning style of teaching offers many advantages over the traditional classroom teaching style
The main purpose of this paper is to study the factors that affect the Google classroom acceptance among undergraduates’ students at Al Buraimi University College in Oman
41% of the students are from the Business Administration & Accounting; this is followed by 35% from the English Language, 17% from the Information Technology, and 7% from the Law, respectively

Summary

Introduction

The distance, online or blending learning style of teaching offers many advantages over the traditional classroom teaching style. The most influential advantages lie in its accessibility, students’ scheduling flexibility, and adaptability for working [1]. Google classroom is a kind of blending way of learning that was initiated in 2014. It takes into consideration the achievement of specific functions such as simplifying the students-teacher communication, and the ease of distributing and grading assignments. It provides the students with an opportunity to submit their work to be graded by their teachers online within the deadlines. Teachers can have a complete vision concerning the progress of each student, and they can return work along with the necessary comments so that the student can revise their assignments

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