Vivências de professores(as) no contexto do ensino remoto em período de pandemia: a inserção do trabalho remoto e as repercussões em sua saúde mental

Background: The Covid 19 pandemic has disrupted many systems, from health, business, and education to severely restricted religious services. The current solution is to do online learning or online learning from home. Purpose: This research aims to explore data related to student satisfaction with listening learning media facilities using the Zoom and Google Meet applications used during study-from-home activities. Method: The descriptive quantitative method is used to capture student satisfaction. The population of this study was English undergraduate students in semesters 3, 5, and 7 of IAIN Syekh Nurjati Cirebon, Indonesia. Data was obtained from a questionnaire. There were 30 responses to a survey distributed through the Google Forms application regarding student satisfaction with listening via Zoom and Google Meet learning media Results: The research study results show that most students are satisfied with distance learning via Zoom and google meet, 70% of respondents are satisfied, and 30% are unsatisfied. the majority of students prefer the listening learning model in class compared to listening learning using Zoom and google meet, with a percentage of 73.3%. Conclusion: Distance learning via Zoom and Google Meet is effective and positively impacts lecturer and student communication. Besides that, it encourages them to participate more in listening classes. Urgent distance learning via Zoom and google meet makes English listening courses more engaging. Distance learning via Zoom and Google Meet helps them feel more confident when communicating with classmates and lecturers.

When the COVID-19 pandemic began, many educational platforms were customized to replace the traditional classroom. Similarly, Google Meet is widely recognized as a leading virtual platform; nevertheless, for those without access to online learning, Google Meet appears to be a support platform for distance learning. Furthermore, the use of Google Meet to create an online learning community has not been extensively studied in Vietnam. This study aims to examine how students perceive Google Meet as an online learning community. A semi-structured interview and a 5-point Likert scale questionnaire were used to combine quantitative and qualitative methods. The study involved 294 students from a private school in Vietnam who were familiar with Google Meet. The results showed that in terms of teaching presence (TP), social presence (SP), and cognitive presence (CP), most university students were positive about using Google Meet to create an online learning community. To help English language learners create a dynamic online learning community, challenges and solutions were also listed for fostering an online learning community when using Google Meet for distance education.

Formulation of the problem in general. The article analyzes the peculiarities of integrating distance learning into the educational process of higher military educational institutions and military educational units of higher education institutions under martial law in Ukraine. In modern conditions, higher education necessitates the use of distance learning, which allows for the acquisition of knowledge without interrupting professional duties. The purpose of this article is to analyze the concepts of “distance education”, “distance learning”, “blended learnin”, to conduct a comparative analysis of synchronous and asynchronous formats in the context of blended learning, to consider popular distance learning platforms (systems), and to identify the advantages and disadvantages of distance learning. In writing the article, a multidimensional approach was used to collect, analyze and summarize information on the integration of distance learning into military education. The following research methods were used: comparative analysis; technological assessment; survey. The combination of these research methods allowed us to get a holistic view of the subject, challenges and opportunities offered by the introduction of distance learning in military education. Analysis of recent researches and publications. Despite the numerous scientific works devoted to this issue, the practical application of innovative forms and methods of teaching in the field of military education is somewhat limited. Further research and exploration is needed to bridge the gap between theoretical knowledge and practical application, thus advancing military education in the digital age and at the same time responding to the unique challenges and requirements of this specialized field. Therefore, researching and identifying the features related to the integration of distance learning into the educational process of higher military educational institutions and military educational units of higher education institutions is an important scientific task. Presenting the main material. The article analyzes the concepts of “distance education”, “distance learning” and “blended learning”. It is found that distance education is a purposeful pedagogical exchange between participants of the educational process, which organically combines traditional and distance learning forms. This combination can take place within a physical classroom or go beyond it, using synchronous and asynchronous formats supported by a wide range of information and communication technologies. Elements of scientific novelty. A comparative analysis of synchronous and asynchronous formats in the context of blended learning is carried out, and the distinctive features of each of them are highlighted. Synchronous learning provides quick feedback between teachers and students, promotes joint group activities, develops communication skills, and triggers intrinsic motivation through interactive discourse. Conversely, the asynchronous format provides for schedule flexibility, which allows students to determine their own pace of learning, ensures the availability of educational resources at a convenient time, and develops self-organization skills. It has been found that distance learning is a purposeful pedagogical exchange between participants in the educational process that combines traditional and distance learning. In addition, the advantages and disadvantages of distance learning are identified. Advantages: individual pace of learning; the ability to choose areas of development; the ability to revise the educational material; mitigation of mental and physical stress and development of autodidactic competencies. Disadvantages: limited direct social interaction; increased technological impact on everyday life and limited practical hours devoted to skill acquisition. Practical significance of the article. At the National Defense University of Ukraine, popular distance learning platforms and systems such as Zoom, Microsoft Teams, Google Classroom, and Google Meet have become indispensable tools for providing educational services. In addition, this study emphasizes the key role that modern digital technologies play in shaping the training of military professionals. These technologies are a fundamental prerequisite for success in education, constantly evolving and defining the contours of pedagogical paradigms, especially in the field of distance learning. Conclusion and the perspectives of future researches. Information and Communication Technologies are an aid to learning, but they cannot replace live communication. A promising area for further research is the study of technologies for organizing distance and blended learning in higher education institutions.

This article conducts a bibliometric analysis of recent literature on the effectiveness of Zoom and Google Meet in enhancing student communication quality in higher education, particularly during the COVID-19 pandemic. Analyzing a dataset of 1000 papers from 2013 to 2023 sourced via Crossref, the study identifies trends, key themes, and prevalent research methodologies. Results indicate a significant rise in scholarly publications focusing on these virtual platforms. Visualizations highlight temporal publication patterns and densely researched areas. The findings underscore the growing importance of virtual platforms in education and provide insights for future research and educational practices. Highlights: Rising Scholarly Interest: Zoom and Google Meet in higher education publications. Temporal Analysis: Focus on 2020-2022 trends in research publications. Educational Insights: Guidance for effective distance learning strategies and research directions. Keywords: Zoom, Google Meet, distance learning, student communication, bibliometric analysis

Background: The COVID-19 pandemic significantly impacted education in Indonesia, leading to a shift to distance learning to prevent the virus's spread in schools and madrasahs. Purpose: This study aims to improve teachers' competence in distance learning by utilizing Zoom, video, and Google Meeting. The research is based on a two-day workshop for teachers with more than two years of experience at Madrasah Tsanawiyah (MTs) Insan Saleh. Method: Using a qualitative approach with a phenomenological method, data was collected through observation, interviews, and documentation. Result: The workshop findings show that teachers and staff who attended gained a strong understanding of using modern technology for distance learning. Initially, there were technical challenges, but these were promptly addressed with training and hands-on support from the instructors. As a result, teachers were able to effectively use Zoom, Google Meeting, and video for teaching, improving both their confidence and their students' engagement. Conclusion: The study concludes that such workshops are an effective strategy to enhance teachers' digital competencies, helping them adapt to distance learning and ensure high-quality education despite technological challenges.

The study examined Google meet as Emerging Technology in Business Education Programme. The study's framework consisted of three objectives, research questions, and null hypotheses. A descriptive survey design was employed, encompassing a population of 48 business educators from four Ebonyi State tertiary institutions (comprising two state and two federal institutions). Given the small population size, a census approach was adopted, eliminating the need for sampling. Data collection utilized a 26-item questionnaire, validated through expert review and pilot-tested using Cronbach's Alpha, which yielded a reliability coefficient of 0.85. Statistical analysis involved mean and standard deviation to address research questions, while independent t-tests (α = 0.05) evaluated hypotheses. Findings indicated that Google Meet can effectively supplement traditional face-to-face instruction in Business Education programme, conducting online group discussions, engaging students in virtual field trips, sharing learning experiences by students among others. It also showed the benefits of using Google Meet in business education which include students increased academic flexibility, enhanced students’ participation in lessons and discussions, accessibility to students with disabilities, collaboration among students on group projects etc. The challenges of using Google Meet were also highlighted as cost of funding and sustaining the logistics, poor audio quality, poor video quality, limited interaction between students and teachers, vulnerability to hacking, inaccessibility to reliable internet connectivity and so on. This study's results suggest that Google Meet, as an emerging technology, holds promise for enhancing Business Education programs. The researcher recommended among other things, that tertiary institutions in Ebonyi state should use Google Meet in their business education programme to enhance students’ academic flexibility and learning experiences.

This study aims (1) to investigate the implementation of technology integration in distance learning, (2) to discover students’ perception of the implemented technologies, and also (3) to reveal students’ motivation toward the implemented technologies during distance learning. The study is descriptive research that used a mixed-methods approach using a questionnaire survey and interviews in collecting the data. The subject of this study was lecturers and 60 students of the academic year 2021/2022 of English Education, Graduate Program of Universitas Negeri Makassar. The results of the study are; (1) technologies that had been integrated into the graduate program during distance learning were Zoom, SYAM-OK, WhatsApp, and Google Meet. The technology integration was successful with common problems such as connection issues and minimal support from the university. Furthermore, (2) the student’s perception of accepting this technology based on the Technology Acceptance Model (TAM) showed positive perception, which the average overall score of those four applications being 74.1%. In detail, SYAM-OK had a positive perception (70%), Zoom had a positive perception (81.5%), Google Meet had a moderate perception (63.5%), and WhatsApp had a positive perception (81.25%). Additionally, (3) the analysis of student motivation indicated that the students had a positive level of motivation during the integration of technology in distance learning. The average percentage score was 74.5%, with Attention (70%), Relevance (74%), Confidence (78%), and Satisfaction (76%). All aspects were classified as high motivation. Overall, this study highlights the importance of integrating technology in distance learning to improve student motivation and enhance the learning experience.

Pandemic Covid-19 has a big influence on various sectors, including the education sector. This makes educators make an innovation in the learning model, which combines a model of PBL-based google meet. The purpose of this study is to analyze the presence or absence of the influence of the PBL models based on google meets on the ability of mathematical problem-solving in grade IV during distance learning. The type of research used by researchers, namely quantitative. With research design a quasi-experiment with posttest only group design. Subjects in this study were students of class IV as many as 64 students. Data collection techniques interviews and tests. While the research instrument is in the form of a posttest. Data analysis used is descriptive analysis, a test of homogeneity, normality test, hypothesis test (t-test), and test the effect size. The results showed that the average value of the posttest experimental class of 76,25 higher than the control class that is 62,18. In hypothesis testing via t-test obtained the value of sig 0.47 that where the value is smaller than α=0.05 so that H0 is rejected and H1 is accepted. This means that there is an influence of the use of PBL models based on google meet on the ability of mathematical problem-solving in grade IV. So, the use of PBL models based on google meet can be applied to learning online.

Education is a significant factor which contributes to overcoming social, economic, health, ecological and other challenges. During a pandemic, formal education adapts to ongoing circumstances, and the learning-teaching process transitions to distance education. A study of the advantages and disadvantages of the realization of certain modalities of distance education is significant as it contributes to the improvement of its quality. The aim was to determine how the citizens of Serbia evaluated the quality of distance education during the COVID-19 pandemic. The research questions focused on how they evaluated: distance education based on modality (via Radio Television of Serbia, Google Classroom, Google Meet, Zoom, Viber groups, WhatsApp), the level of involvement of the learners/students during distance learning classes, the quality and extent of their acquired knowledge, and the level of skills that teachers need to effectively teach in distance education. The study presents the results of a survey carried out in 2020 on a sample of 602 adult Serbian citizens. The results confirm the initial hypothesis that certain modalities of distance education received a highly positive evaluation (Google Classroom, Google Meet, Zoom), and that teachers, learners/students, and other citizens provided statistically significant different evaluations of their quality (classes for primary and secondary school students broadcast on the Radio Television of Serbia; classes via Viber groups, on WhatsApp). Citizens feel that distance education enables efficient learning-teaching during the pandemic, confirming the importance of modern technologies for the learning-teaching process in Serbia, and the need for their continued intense development and application in education. Keywords: learners/students, distance education, Serbia, teachers’ skills, the COVID-19 pandemic

The rapid spread of the Covid-19 infection requires all learning to switch from face-to-face learning to online learning to break the chain of infection transmission. This learning does not fully run smoothly due to limitations and the availability of supporting media. Not all educators and students have an understanding of using internet media. only google meet is fast to use for distance learning. The Google Meet application provides features that support the implementation of bold learning, is free and uses web quota that is more efficient or more stable. Which aims to be a place for learning that is carried out online learning during the covid. This of course makes it easier for students (students and students) to access Google Meet compared to other media platforms. This study aims to determine the effectiveness of using Google Meet as a learning medium during the Covid-19 pandemic. The method used is a qualitative method, namely by obtaining an in-depth understanding, developing theory, describing how the Google Meet application works. The data collected beforehand was directly in class, while the case of Covid 19 could not collect data directly. Research shows that Google Meet was very effective in being used in the teaching process during the Covid 19 period, because it was very easy to access and there was no need to pay and can be used anywhere and anytime.

In this pandemic period, the education processes apply online distance learning. There are many educational learning media that can be used and one is by using Google Meet. A platform for video conferences is called Google Meet. With the ability to host video conferences and host presentations, it is an excellent platform for cooperation. so that you can attend meetings straight from an email or Calendar event. Google Meet is important to inspect teachers' perceptions and attitudes. When they have positive perceptions about online education, teachers also adopt positive attitudes toward educational technology. They would thus be open to change and resist the move to online virtual education. Google Meet is now experiencing a pandemic with various difficulties. This research paper aims to introduce Google Meet, how to utilize the application of Google Meet, how to generate Google meet links, and their benefits. This paper focuses on the effect of the Google Meet media-assisted lecture method on building student knowledge.

The purpose of this article. The purpose of the article is to highlight the possibilities and prospects of involving distance- learning technology in teaching geography course of continents and oceans in Ukrainian secondary general-education schools. The main material. The article considers the essence, use of theoretical and methodological principles of distance educational technologies in secondary general-education schools of Ukraine, including didactic principles of their application, approaches to the interpretation of the essence of the informational educational environment. The study highlights practical aspects of implementing the distance learning technology in teaching geography of 7th grade, characterizing the use of interactive and cloud services in geography, showing the advantages and disadvantages of implementing the distance learning technology in teaching geography course of continents and oceans. We interpret the term” distance learning technology” as a set of educational content for teaching and learning as well as a number of pedagogical and technological methods/technologies allowing us to implement the remote learning in synchronous or asynchronous modes. The educational environment includes informational (educational) content, control/ correction’ content of study material; informational and reference content, etc. We use Bloom’s modified taxonomy as a conceptual foundation to implement distance - learning technology. Based on it, we should develop the tools for controlling knowledge and skills as well as monitor the effectiveness of these knowledge/skills assimilation. When teaching geography in the 7th grade, it is recommended to use both adapted versions of “classical” pedagogical methods, in particular case technologies, flipped classroom technologies, mixed learning technologies, as well as the closest to distance learning - TV and network technologies, widely used in Ukraine since March 2020 p. The most common in Ukraine is the synchronous teaching format, which means conducting lessons in real time by using video conferences on ZOOM, Google Meet, WebEx platforms. On the other hand, the asynchronous format, which means the distance- learning course development by teachers, is not so popular due to insufficiently formed digital and information-communication competences of the majority of teachers. Because of this, it is difficult for teachers to master online tools of a modern teacher, in particular, eTreniki, Learningapps, and WWW services. Interactive network services such as the Seterra portal, the Geoguessr map service, the National Geographic service, the Barefoot World Atlas portal, provide many opportunities for the teacher during distance learning implementation, for example, interesting game tasks for learning the nomenclature, the ability to “float” around a 3D globe, etc. The use of cloud-based services, in particular Office365 and G Suite for Education (Google WorkSpace), allows teachers to systematize educational content and automate the verification of test tasks. The advantages of implementing the distance learning technology in teaching geography include supporting the educational process in emergency, increasing both individualization of learning, and the visibility in the teaching process. Disadvantages are the difficulty of perceiving the material by some students, dependence of the quality of learning on external conditions - availability of power supply, the Internet, modern gadgets. Conclusions and further research. Distance learning technology allows us to organize the remote (distant) learning, which is very important for continuing the educational process during a pandemic, martial law, or other situations when students cannot attend school. The teachers use mixed learning technologies, TV and network technologies in teaching geography in the 7th grade. The most common is synchronous learning, represented by online communication between the teacher and students in real time with video conferences, using ZOOM, Google Meet, WebEx, etc. services. The largest range of possibilities for teaching the course “Geography of Continents and Oceans” includes interactive online geography services, such as the Seterra portal, the Geoguessr cartographic service, Google maps, interactive online atlases, in particular the Barefoot World Atlas. Cloud services, in particular Office365 and G Suite for Education (oogle WorkSpace), include the availability of educational content in the form of presentations, textual, illustrative and other materials to be used during a distance lesson, as well as a set of online tools for a modern teacher. However, the majority of teachers have a low level of digital competence and cannot master them efficiently. When conducting distance geography lessons in the 7th grade, teachers should use tools for working with an interactive map (currently, these opportunities are very little used). When working with tools for making control tasks for students, the teachers should use the possibility of including photos and map images. The virtual whiteboard, which is a component of programs for conducting video conferences, allows teachers to organize work on the project in mini-groups. The prospective direction of our research is to keep working on studying the possibilities to implement Smart-education based on distance learning technology, which will contribute to formation of a Smart-society in Ukraine.

Purpose: The aim of this research is focused on the identification of communication patterns prior and after COVID-19 was announced and the approach to the choices that end users make in various aspects of life. Design/methodology/approach: The authors decided to execute two-step research including practical use of 4 popular collaboration platforms: Microsoft Teams, Zoom, Jitsi, Google Meet, based on the proved user experience. After a defined focus group of respondents gathered hands-on experience in a controlled manner, using the defined communication platforms, further research was carried out in the form of a survey to assess the change of behavior of respondents, considering IT tools used to support distance learning and collaboration. The research included a comparison of behavior prior the epidemic and during the epidemic period. The research covered the following aspects: how the behavior patterns of UCC use have changed across the identified areas (business, educational, private) and what are the most preferred toolsets. The following structure was applied: a short introduction to the communication platforms, definition of the research method, analysis, and discussion of the identified results. Findings: The conducted survey identified the following elements: the level of digital communication among respondents and the familiarity with different platforms have a significant role in the use and development of UCC platforms. The generic conclusion of the research was that almost all respondents have prior experience using UCC platforms. The survey has proved the 100% use of UCC cross various areas of life. Based on the research, it has been noticed that respondents tend to use one or two UCC platforms as a standard for business and private use. UCC platforms that are more widely used across different areas of life are rated as the most preferred by the respondents and include Microsoft Teams (30%) and Google Meet (23%). Research limitations/implications: The usage of non-probabilistic sampling, a relatively small sample and the usage of qualitative analysis methods were major limitations of the conducted research. Firstly, the research data was collected from students of one specialty, from one specific university. The research did not find any cultural differences in distance learning and communication. Secondly, the study uses basic statistical measures without cross analysis to enable a deeper analysis of the research. Originality/value: The presented paper is a part of the research area related to communication platforms across various areas of peoples’ life. The research was aimed at the identification of the most preferable UCC platforms and features that serve the communication purpose. The cognitive value of the paper might also be seen in the focus on a relatively narrow and homogenous group of respondents (students of e-business and digital marketing).

The significant growth of the cases all around the world caused by the Covid-19 pandemic necessitated the intermittent closures in higher education in March, 2020 in Turkey. Yozgat Bozok University started online education synchronously and asynchronously via Google Meet and Google Classroom. This paper aims to present ELT students’ online experience in carrying out Oral Communication Skills course adapted to distance learning. Secondly, by conducting qualitative research methods, it presents students’ standpoints concerning the problems they faced with an unplanned and unprepared online education. The researcher sent reflective writing questions to students and then arranged online interviews. Qualitative data were analyzed by NVivo 12 and learner-reported data bring fruitful insights on students’ attitudes towards Google Meet and Google Classroom. It is founded that these applications increase students’ interaction and help them promote communication skills. However, poor internet connection and lack of internet access are noted by all the participants as a basic problem for online education. The present study drawing on current distance learning literature suggests instructors to design student-centred online environment to foster student participation.

E-learning developments are almost relevant with the use of current famous learning technology like Google Meet which can be recommended to build communication between teachers and students. This research was carried out to find out how the teacher utilizes Google Meet and reveals the teacher’s barriers to practicing Google Meet in speaking class. This research adopted a qualitative case study and with online classroom observation and semi-structured interviews as the instruments of the study. Research participants embraced in this research were an English teacher and fifteen students of class 1B in the first semester of an English education department at a University in Ciamis. In processing the data of online classroom observation, the researcher classified and interpreted the classroom observation data. Then, the interview data were transcribed, translated it into English, analyzed, interpreted, and concluded. The findings showed that there were three key elements of the present research. First, Google Meet is beneficial in online learning. Second, Google Meet provided several advanced features that were simple to use. Third, the teacher had some troubles in using Google Meet including bad internet connection, student’ gadget error, and students’ distracted in learning.