Google Classroom Research Articles

Enhancing Students' Vocabulary In Arabic Language Through The Use Of Google Classroom

A study was conducted on Year Five pupils at various schools in the Melaka Tengah district, Melaka to determine how utilising Google Classroom affected their ability to learn Arabic vocabulary. The study's descriptive and quasi-experimental design, which included pretests and posttests, was used. This study intends to measure the achievement gap between students utilising Google Classroom (the experimental group) and students using more traditional teaching methods (control group). The samples of 120 respondents were chosen randomly from Year Five pupils at four schools in Melaka Tengah,Melaka. Based on the students' (t) distribution tables, the calculated (t) for this research = 2.630 is much greater than the critical (t) distribution value in the tables = 1.701. Therefore, the calculated (t) = 2.630 is considered a statistical evidence of rejecting the null hypothesis (there is no significance among the research variables chosen according to the following statistical criteria (df 28, a2, 0.05). The alternative hypothesis proves that there are statistically significant differences at the alpha level (α≤0.05) between the achievement scores in enhancing of Arabic Language vocabulary for the two groups; experimental and control students of the Year Five pupils of primary schools in Melaka Tengah, Melaka, as a result of using the Google Classroom. In summary, Google Classroom is a practical tool that encourages students to study Arabic in a pleasant way.
 Keywords: Google Classroom, Schools, Arabic Language Vocabulary.

Developing Interactive Multimedia-based E-Learning to Teach Reading

Teaching phenomenon during Covid-19 Pandemic demanded teacher used platforms for online learning. Teaching via online learning caused students' learning motivation decreases. Students were passive during learning. Based on school regulations, teachers can only use two platforms for online learning, namely, Google Class Room and WhatsApp. Teachers were not allowed to upload files that were too large so that it would burden the students, and the types of files that can be sent on the two platforms were also very limited. The aims of the study are to identify students’ need for learning and develop appropriate interactive multimedia-based e-learning to teach reading. This was Research and Development study which employed ADDIE Design. The study was conducted for the tenth-grade students of SMAN 3 Bantul. The result showed the target needs most of the students choose to master English and can read English text with good pronunciation are their goals. The learning needs as determined by the needs analysis are divided into input, planning, methods, the role of the teacher, and environment. In addition, Interactive learning multimedia developed using ADDIE in the form of Microsoft PowerPoint. The menus consisted of Home Page, Main Menu, and Extras Menu. The mean score for the content aspect was 3.86 and the media aspect was 3.625 which both were categorized as “very good”. The mean of the implementation and interview to the students’ response is 87.75/100 points. In conclusion, interactive multimedia is appropriate and feasible in teaching and learning reading.

English Teachers’ Tecnological Knowledge and Some Barriers on It: The Basis for Developing TPACK Teaching Model

Along with the dynamic development of technology and the need for technology integration in today's learning, technology has become an important element in educational organizations. programs and applications that have been mastered by teachers, namely PowerPoint, Google Translate, Google Doc, the internet, and all forms of technological offerings can undoubtedly support the blended learning pattern which then becomes a learning necessity. Teachers' content and and pedagogical knowledge must be supported by their technological knowledge. The aim of this research is to conduct qualitative research by means of doing semi-structured interview and checking teachers' daily journals about technologies applied in their teaching and learning processes and also the problems of applying those technologies. It was found that there are some technologies commonly used as the instruments of teaching by those 10 teachers in their teaching and learning processes after the pandemic such as: Google Meet, Google Classroom, and WA Group. Next to that, it was also found that there are some common barriers experienced by the teachers in the application of those technologies, such as: hardware and software problems, connectivity, financial problem, protection of personal information, technical support, lack of face-to-face interaction, psychological problems, and language barrier. The result if this research is expected that it can be used as the basis to develop appropriate technologies for teaching English for students to support their CK and PK regarding the implementation of TPACK at school.

Google Classroom: Malaysian University Students’ attitudes towards its use as learning management system

Education in the 21st century is heavily influenced by information and communication technology. The advancement of the Internet has enabled learning to be conducted online, which offers many advantages. Online learning is commonly managed using a learning management system (LMS), the most widely used being Google Classroom. Studies have shown that Google Classroom’s ease of use, usefulness, and helpfulness have been viewed by learners around the world positively. However, studies involving Malaysian learners are sparse. To close the gap in the literature, the present study examined Malaysian university students’ attitudes towards the use of Google Classroom as LMS. Research method employed was quantitative descriptive research. Participants were 89 students from a public university in Terengganu, Malaysia, who were taking an English course. They were mostly female (71%) and between 20 and 23 years old. They had attended face-to-face learning sessions for five weeks before the Covid-19 pandemic necessitated the classes to be held online completely. Participants then completed nine weeks of online learning on Google Classroom. To obtain participants’ feedback, they were requested to fill out a Google Form questionnaire, which asked them to rate on a five-point Likert scale their perceptions of Google Classroom’s ease of use and usefulness as well as their intention to continue using the platform. Based on the results, participants’ views of Google Classroom were very positive. It can be suggested that participants found Google Classroom easy to use, useful, and worth using.

The digital pulse of preparedness: staff perceptions on learning management systems in health emergency operations

Abstract Background: The learning management system (LMSs) are online platforms that are used to conduct and support teaching and training at various institutions worldwide. Therefore, this study aimed to assess the perception towards the use of Moodle and Google classrooms LMS tools in the training among the National Health Emergency Operation Center (NHEOC) staff and compare their perceptions. Methods: This was a cross-sectional study with a post-test design conducted at NHEOC in Saudi Arabia in 2023. A training program regarding crises and disaster situations was delivered via Moodle and Google classrooms. At the end of each session, participants were invited to fill a questionnaire regarding their perception towards these tools. Results: A total of 72 and 65 individuals responded to the questionnaire after the end of Moodle class and Google classrooms, respectively. There were no statistically significant differences in the mean perception scores between Moodle and Google classrooms by; the easy access to the browser (4.18 ± 1.24 versus 4.14 ± 1.09, p-value = 0.692), the easy access to the App (4.02 ± 1.31 versus 4.11 ± 1.08 , p-value = 0.658), the ease of browsing the educational content (4.17 ± 1.13 versus 4.14 ± 1.06, p-value = 0.872), and the ease of dealing with the system functions (4.08 ± 1.14 versus 4.09 ± 1.16, p-value = 0.889). Conclusion: Participants reported similar perception towards the use of Moodle and Google classrooms in training programs. Meanwhile, majority reported that they preferred Moodle to Google classrooms.

Satisfaction and Difficulty among Students in Using Google Classroom

This study examines Guimaras State College students’ satisfaction and difficulties in using Google Classroom, a major part of Google Apps for Education (GAFE). The university’s adoption of Google Classroom during the COVID-19 pandemic prompted this investigation. Employing a descriptive research design and stratified sampling, a questionnaire was used for data collection, and SPSS software was used for analysis, including frequency counts, mean values, and correlation assessments. Students express substantial satisfaction, with an overall mean satisfaction score of 3.87, signifying a “High” level of satisfaction. This implies the effectiveness of Google Classroom as a valuable tool for facilitating student education. However, students encounter significant difficulty, leading to a mean difficulty score of 3.60. Despite these difficulties, Google Classroom is generally considered moderately challenging, implying that although the platform is easily available, it depends on sufficient resources like internet connection speed, to run the best. No significant differences were observed in satisfaction levels according to sex or year, but the chosen courses significantly influenced satisfaction levels. This implies that the degree of Google Classroom integration in course delivery explains the variations in satisfaction levels. Sex does not affect student difficulty levels, whereas year level and course of study play substantial roles. Year-level differences imply varying challenges, and course-related distinctions reveal diverse experiences and the extent to which instructors use digital tools in their teaching methodologies. A weak positive correlation exists between student satisfaction and difficulty in using Google Classroom. This finding implies that although greater satisfaction might slightly reduce difficulty, the effect is minimal and differs among students. Zhang and Zhu (2017) portrayal of Google Classroom aligns with these findings, emphasizing its versatility for online learning. To enhance education, institutions should address practical challenges while considering students’ chosen courses. Despite the weak correlation between satisfaction and difficulty, these challenges must be addressed to improve overall educational experiences.

Google Classroom for the New Normal Education

This study investigated the effectiveness of integrating Google Classroom into distance learning for Grade 11 Oral Communication students at Lahug Night High School in Cebu City. Faced with Generation Z's technological proficiency challenging traditional education, the research emphasized Google Classroom's integration into the offline digitalmodular modality during the COVID-19 pandemic. The Department of Education swiftly adopted online methods, with Google Classroom supporting diverse teaching strategies. The study recommended the app for download, ensuring accessibility for Offline Digital-Modular participants, establishing specific sections for seamless file sharing and discussions. It focused on Google Classroom's past potential to enhance academic performance and engagement among Generation Z learners, providing insights for shaping past educational practices in the modern educational environment.

The effect of Google Classroom distance education method on student success and satisfaction in anatomy course

Aim: Google Classroom (GC), an e-learning platform, has received a lot of attention in the educational community. The aim of the study was to investigate the effectiveness of GC on students in learning a difficult-to-understand topic like nervous system. Materials and Methods: A total of 144 students studying in the Department of Nursing participated in the study. Students were divided into 3 groups: The group receiving classical education (Group 1), the group receiving education with GC (Group 2), and the group receiving supplementary education with GC and classical education (Group 3). Research data were collected through "Structured Student Introduction Form", "Google Classroom Satisfaction Questionnaire" and "Nervous System Anatomy Knowledge Exam". Results: In the results, students stated that they found the system and the use of GC easy and that they were satisfied with it. When the achievement tests between the groups were analyzed, the post-test achievement level of Group 2 and Group 3 was significantly higher than Group 1 (p<0.005), and the post-test achievement level of Group 3 was significantly higher than Group 2 (p<0.005). At the same time, although students were generally satisfied with GC, they reported that they experienced problems such as difficulty accessing the internet and uploading homework, and distraction. Conclusion: Since health sciences education is an applied education, its suitability for distance education is controversial. However, the study found that providing distance education as a support to traditional education increased interest in the course, motivation and success.

Analyzing Online Platforms and Enhancing Quality at Bangladesh Open University: An Ideal LMS

Over time distance learning has become more effective and popular worldwide. School of Science and Technology, Bangladesh Open University (BOU) initiated to continue their academic curriculum during the COVID-19 pandemic situation through BOU LMS as well as Google Classroom. By conducting a thorough comparison between Google Classroom and BOU LMS, two online learning platforms that Bangladesh Open University (BOU) recently deployed, this study aims to evaluate and appraise the opportunities and challenges of e-learning in the context of Bangladesh. Also, the oversights of these LMS are from the student’s point of view. The analysis pointed out the limitations of BOU LMS and suggested to optimize those for wide acceptance by students. Also, this research proposed to add a few more popular and useful features for the optimum performance of BOU LMS. This study aims to explore the comparative scenarios of both systems for online courses and identify the requirements for improving the quality of online courses at Bangladesh Open University. This study mainly focuses on effective online programs conducted through an ideal LMS for Bangladesh Open University (BOU).

Students’ Perceptions of Google Tools on Supporting Self-Regulated Learning in an Asynchronous Course

The study investigated students’ perceptions regarding the use of an integrated set of five Google Tools (i.e., Google Classroom, Google Sites, Google Slides, Google Docs, and Google Forms) in creating a Computer-Mediated Communication (CMC) environment for self-regulated learning in an asynchronous course. Using a mixed-method convergent research design, a single online questionnaire comprising close- and open-ended questions was used to collect quantitative and qualitative data. Purposive sampling was employed, and two cohorts of undergraduate education majors were chosen. 114 participants completed the questionnaire. Quantitative data from Likert items were subjected to descriptive analysis and supplemented with students’ open-ended narratives, while specific qualitative data were examined with inductive thematic analysis. The quantitative findings revealed that students positively perceived the integrated set of Google Tools in terms of its usefulness, ease of use, confirmation, satisfaction, and continuance intention for supporting their self-regulated learning. The qualitative findings highlight students’ predominantly positive perception of Google Classroom as a Learning Management System (LMS) for self-regulated learning, stemming from its ease of use, efficient interface, and notification and reminder features. Minimal instances of other perceptions were also observed. The study proposes practical implications for educators to facilitate students’ online self-regulated learning by leveraging and integrating these five Google Tools in forming a CMC environment. Recommendations include allocating adjustment time and practice tasks to help students familiarize with the tools for smooth online learning.

THE IMPLEMENTATION PROCESS AND ITS RESULTS ON BLENDED LEARNING IN PGRI SEMARANG UNIVERSITY

Online lecturing during Covid-19 pandemic is the most appropriate method to carry out the learning process for colleges. This lecture activity able to be carried out through various learning applications such as WA Group, Google Classroom, Zoom, Google Meet etc. from time to time due to the pandemic transition status to PPKM 1, the policy of implementing online learning is entering the transition stage to offline learning, by applying mixed method. It is done by combining both of quantitative and qualitative research methods. This is based on the results of online learning is less than optimal when compared to the process carried out face-to-face at university. Blended learning in PGRI University Semarang has been carried out long after the pandemic status was at the PPKM level 1. Therefore, it is necessary to monitor and evaluate the implementation of blended learning in PGRI University Semarang through online and offline learning guideline mechanisms by the Quality Assurance Institute. This study aims to analyze lecturing both of process and results through the blended learning method.

Hybrid Learning (HL) in Higher Education: The Design and Challenges

The covid-19 outbreak is spreading in the world fast, forcing states worldwide to transform into digital services, including education services. This study aims to investigate the design and challenges of Islamic universities in implementing HL. Hybrid Learning (HL) denotes a mixture of face-to-face (FTF) learning in the classroom with online learning through application assistance. In this study, the researcher used a qualitative descriptive method using open questions, documentation, and observation. In collecting data, researchers used critical reflection and triangulation. The study's results delineate that the HL design in Islamic universities in West Nusa Tenggara is imposed with FTF and online learning. Online learning design is prescribed using various features such as maximizing various applications, including zoom applications, LMS, Google Classroom, Whatsapp Group, etc. Students who savor online learning are students in the fifth semester and up, while students who undergo the FTF learning system are freshman and second-year students. This arrangement is because students in that semester have never felt the stall and orientation of lectures. Meanwhile, students who can make online appointments and FTF are those who are undergoing the final project. The challenges in HL include lecturers having difficulty constructing learning tools, students' low motivation and willingness to learn, unstable and unevenly distributed internet access, and students' economic conditions who experience difficulties. In FTF, lecturers and students have difficulty interacting because government policies prohibit crowds, social distancing, and must wear facemasks. Therefore, students, parents, and colleges must synergize to make the HL process successful. Keywords: hybrid learning, design, challenges, FTF, online learning, higher education

Assessing the Feasibility and Acceptability of a Virtual Food Skills and Food Sustainability Program Designed for Children Living With Type 1 Diabetes

Objective: To assess the feasibility and acceptability of a virtual food skills program for children with type 1 diabetes.Methods: Forty‐three patients, aged 6–14 years with type 1 diabetes, participated in an 8‐week online programme, summerlunch+ At Home, that included weekly live cooking classes, asynchronous learning modules, and quizzes accessed through Google Classroom. Grocery delivery or gift cards were provided to all participants to support equitable access to participation. Descriptive results were summarized, and thematic analysis was performed on answers to a post‐intervention questionnaire, parent/caregivers interview transcripts, and facilitators’ field notes.Results: Participants reported having a positive experience and would recommend the programme to others. Acceptable elements included the online format, the cooking class demonstrations, and the well‐organized content. Families enjoyed the recipes, expressed an improvement in the families’ cooking skills and nutrition knowledge, and noted the program as a way to improve family bonding and reduce participants’ sense of social isolation given the opportunity of meeting peers with diabetes. The intervention also appears to increase participants’ independence, confidence, and self‐esteem. While grocery cards were easier to coordinate compared with meal kits, both were deemed acceptable by caregivers. Barriers to participation include a distracting home environment and not feeling comfortable on camera. Factors that negatively impacted satisfaction were the large age range of participants and the class timing and duration. Caregivers noted a desire for more diabetes education, enhanced peer‐to‐peer interaction, and incorporation of animal‐based protein recipes in future programmes.Conclusion: The current study demonstrates the feasibility and acceptability of the virtual summerlunch+ At Home cooking and nutrition program that was adapted for children with diabetes. Similar food skills programmes may support the development of food skills imperative to diabetes self‐management long‐term. Further research can continue to assess food literacy skills, glycemic management, and the social benefits of such interventions.

The Essentials or Fundamentals for Harnessing Technologies to Improve Teaching and Learning through Online Learning as Part of Digital Transformation in Higher Education

The Covid-19 pandemic accelerated digital transformation and usage of the fourth industrial revolution tools in most developing countries where teaching and learning most occurred through face-to-face interaction. To reap successes in the digitally transforming teaching and learning in universities, it is crucial to reconcile the key essential (factors) that need consideration for digital transformation and the challenges hindering the phenomenon. This study explored the fundamental factors for harnessing technologies for teaching and learning in State universities in Zimbabwe. The study employed a desk research approach. The study revealed that tertiary institutions were struggling to effectively implement online learning due to factors such as lack of strategy and vision on the implementation process, lack of financial resources, poor technological infrastructure, poor digital competences among lecturers and students as well as lack of adequate technical support. Instructors in these institutions mostly resorted to asynchronous online learning approaches because they lacked up to date gadgets for synchronous teaching and learning. Similarly, students preferred asynchronous learning due to data challenges as it offered self-pacing and flexibility. In limited cases lecturers make use of WhatsApp, Google Classroom, Google Meet and Zoom. The findings were that in order to institutionalise online learning as key component of digital transformation in state universities the fundamentals to be addressed include of procurement current and compatible IT infrastructure, comprehensive training and education to improve digital competences, incorporate digital transformation and the fourth industrial revolution into university curriculum to equip students, provision of internet data and improved internet connectivity.

Corona Virus Disease (COVID-19): Lessons Learned Impact on the Education of Health Professionals.

The coronavirus disease (COVID-19) had a tremendous impact on the education of health professionals globally because of the lack of continuity in the medical education process. After it was declared a pandemic, stay-at-home orders forced students to learn virtually, to mitigate the spread of infection. While didactic courses transitioned easily to a virtual format, using platforms like Webex, Zoom, Google Classroom, etc. preclinical and clinical teaching suffered immensely. Patient care was halted for the safety of the patients, students and faculty, and staff involved. Uncertainty about clinical care and isolation during quarantine due to infections caused poor mental health among students. Most health professions innovated their teaching with simulations, role-play, educational videos, etc. but dental education suffered due to the need for psychomotor skill development. As the COVID-19 protocols evolved, and vaccinations became available, the teaching slowly transformed to Flipped Classrooms, Blended Learning, and Hybrid formats, and patient care was allowed with screening, triaging, and testing before scheduling for aerosol-causing procedures in dentistry. This new normal was accepted and silver linings in the pedagogies were appreciated by faculty and institutions alike as outcomes were analyzed. This chapter examines lessons learned on pandemic awareness, effective teaching pedagogies, and challenges of health professionals. An analysis of the lessons based on the framework of the Community of Inquiry is provided as guidelines to educate Gen Z for the future.

Is online learning effective for practice-based tourism courses? A constructive learning approach

Purpose – The aim of this paper is to 1) measure the effectiveness of online learning in practise-based tourism courses, 2) identify the factors that influence the effectiveness of online learning and 3) propose strategies to encourage tourism students to adopt constructive learning in online learning environments. Methodology/Design/Approach – A qualitative methodology was used to analyse data from students participating in an online course entitled “Field Study in Tourism”. Students were surveyed after completing the teaching semester and asked to give their opinions and comments on the effectiveness of online learning. A total of 32 students gave their opinions on the effectiveness of online learning. The authors used applications for online communication during online learning, such as Google Classroom, Zoom and WhatsApp. Findings – The results show that students have very different assessments of the effectiveness of online learning, with most students stating that online learning is less effective for practiseorientated tourism courses. For most students, learning is very efficient when it is applied directly in practise after learning the theory. They should be able to analyse what is happening in the field through direct observation. The students mentioned various factors (e.g. internet access, economic aspects, family support and the environment) that influence the success of online learning. Originality of the research – The findings are in line with constructivist theory, which assumes that a combination of factors relating to learners, environmental factors and teachers are responsible for achieving the goals of constructivist learning. The paper extends our knowledge of constructivist (online) learning by discussing both TLE (teacher, learner, environment) and institution-based models that need to be developed in order to effectively apply and utilise the educational benefits of constructivist learning theory and make online learning appropriate for practise-based tourism courses

Enhancing Learning Experience: Engineering Students’ Views on Google Classroom and Academic Achievement

Aim/Purpose: This study aims to explore factors influencing engineering students’ acceptance of the Google Classroom platform in communication skills courses to ensure more active engagement and better performance. Background: In response to the underutilization and hesitancy in adopting educational technologies, this study investigates the factors influencing engineering students’ acceptance of Google Classroom in a Middle Eastern university. Despite the potential benefits of such technologies, their integration faces challenges due to cultural factors and resistance from educators and students alike. Methodology: The study utilized a Technology Acceptance Model-based questionnaire distributed via Google Forms to 140 engineering students to analyze the acceptance of Google Classroom. Data analysis was conducted using structural equation modeling with Smart PLS, focusing on critical constructs like ease of use and perceived usefulness. Limitations due to the sample size and single-institution scope are acknowledged, which may affect the generalizability of the findings. Contribution: This study outlines practical steps for educators to enhance learning by fostering a user-friendly environment and supporting student proficiency with technology. It highlights the importance of policies encouraging educational technology adoption and urges developers to focus on user-centered features. Additionally, the study calls for collaboration among educators, policymakers, and developers to create engaging and compelling learning experiences. Findings: Findings unveil the significant impact of user satisfaction on perceived ease of use and usefulness, subsequently influencing attitudes. Furthermore, the study identifies the substantial influence of subjective norms and attitudes on intentions and the consequential impact of intentions on self-perception of academic success. Recommendations for Practitioners: The study advocates for educators to cultivate a motivating environment that fosters active engagement with the Google Classroom platform by raising students’ satisfaction and positive attitudes. Recommendation for Researchers: The study encourages further investigation into the long-term effects of technology integration on students’ academic performance and learning outcomes and exploration of additional variables or moderators that may influence technology acceptance in educational settings. Impact on Society: By understanding the factors influencing engineering students’ acceptance of Google Classroom, educators can better integrate technology into communication skills courses, potentially improving student engagement and academic performance and preparing students for success in a technologically driven society. Future Research: Longitudinal studies tracking students’ technology adoption patterns over time would also contribute to understanding the sustained impact of technology integration on educational practices and outcomes.

Teachers’ Competency in Utilizing Google Classroom as an LMS in Vocational Education

Teachers’ Competency in Utilizing Google Classroom as an LMS in Vocational Education

Does a training course on early childhood communication have an impact on the knowledge of early childhood education professionals?

To analyze whether a training course on communication development in early childhood has a positive impact on the knowledge of early childhood education professionals and to verify the participants' perception of the course. A longitudinal study conducted in a virtual environment between September 2021 and December 2022. A total of 91 early childhood education professionals took part and completed a training course. The course consisted of three modules on communication development in early childhood, offered through the Google Classroom platform, with a total workload of 50 hours spread over four months. Participants answered a questionnaire made up of 20 items related to the topics covered before starting the course, immediately after completing it and six months after finishing. For each question answered correctly, 1 point was awarded. The data was analyzed using a descriptive and inferential approach, and the total number of correct answers at the three moments was compared using Friedman's ANOVA, with a significance level of 5%. Both the analysis of the correct answers to each item in the questionnaire and the overall score showed a gradual increase between the three moments. The participants' perception of the course was highly satisfied. The participants showed an increase in the number of correct answers to the questionnaire before and after the training course, which suggests greater knowledge about the development of communication in early childhood both immediately after the course and after six months.

Using Google Classroom to Develop EFL Listening Comprehension Skills and Motivation of Secondary Stage Students

Using Google Classroom to Develop EFL Listening Comprehension Skills and Motivation of Secondary Stage Students