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.

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

The use of technology in language learning has extensively expanded in line with the advancement of technology itself. However, the investigation into the implementation of video conferences, learning management systems, and mobile applications, particularly during the emergency remote teaching/the Covid-19 pandemic, is still lacking. This paper presents survey data from three groups of Indonesian EFL students using three different digital learning platforms: Cisco WebEx Meeting video conferencing, Google Classroom learning management system (LMS), and WhatsApp mobile messenger application. The purpose of the study was to determine the students’ preferences including their perception and point of views on using the platforms and application during the remote teaching situation. There were 140 EFL students from two universities/institutes in Jakarta and Aceh to take part as the participants. The instrument was a questionnaire based on criteria of CALL evaluation, and descriptive analysis using percentages and thematic analysis was applied. The findings show that the Cisco WebEx Meeting, Google Classroom, and WhatsApp gained highly positive agreement on all criteria. Specifically, the Cisco WebEx meeting got the highest scores on authenticity and meaning focus. Meanwhile, for GC and WhatsApp, the criteria on language learning potential, meaning focus and authenticity achieved the highest scores. Moreover, WhatsApp is the most preferred among others in meaning focus, learner fit, positive impact, and practicality.  However, the three digital platforms received the lowest score on a positive impact at each group-participant. It seemingly indicates that they thought the full online digital learning system they experienced during ERT is less preferable than face-to-face learning.

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Efl Students’ Preferences On Digital Platforms During Emergency Remote Teaching: Video Conference, Lms, Or Messenger Application?

Technology has gained importance in all stages of education yet educators have been unable to figure out which of the many available technological tools best fit their classroom practices. Google Classroom is one such tool that is free of cost and has gained popularity within a short span of time. The main purpose of the study is to assess teachers’ perception on the effectiveness of Google Classroom. The study is carried out through a qualitative research design. The sample of the study, which uses semi-structured interview method, consists of 12 higher education teachers who have implemented Google Classroom for at least one semester in their classroom. The data acquired has been put through a comprehensive analysis by coding and categorizing the data through NVivo. Findings revealed that teachers perceive it as only a facilitation tool that can be used for document management and basic classroom management, without having a significant impact on teaching methodologies. The responses of the teachers indicate that lack of user-friendly interface is the main reason for its inefficiency. Further studies can be conducted by taking the students’ perspective into account.
Key words: Educational technology, Google Classroom, Integrating technology, Virtual Classroom.

Effectiveness of Google Classroom: Teachers’ Perceptions

Google Classroom is to offer a platform of blended learning in schools in order to simplify creating assignments and getting the grade out to the students in a paperless way. There are many facilities provided by Google classroom, they are: it will make easier for teachers to carry out learning activities, the intended learning is not only in class, but also outside the classroom because students can learn wherever and whenever by accessing google classroom online. Subject that relating to discuss as in the mobile that emphasize the acquisition of observational skills; and allow students to see the concept of teaching and learning material. The main purpose of the study is to investigate a role of Google classroom in English Language Teaching (ELT). The data was collected through an interview with 16 respondents. This study helped the decision makers of the higher educational institutions to have a better understanding of the role of using Google classroom by their students. It is assumed that it helped in measuring the level of students’ attention to the previously mentioned technology.

https://ojs.unimal.ac.id/ijevs/article/download/1526/1272

The Role of Google Classroom in ELT

Revolusi Industri 4.0 mendorong perubahan pada proses pendidikan dan pembelajaran daring merupakan salah satu tantangan yang harus dihadapi. Blended Learning merupakan salah satu solusi untuk menuju perubahan tersebut. Tujuan penelitian ini adalah untuk mengetahui sikap siswa terhadap proses pembelajaran berbasis Blended Learning pada sampel kelas Statistika di Universitas Teknokrat Indonesia. Proses pembelajaran daring dilakukan dengan menggunakan Google Classroom. Teknik pengumpulan dan analisa data menggunakan angket skala sikap yang terdiri dari dua variabel, sikap terhadap proses pembelajaran dan sikap terhadap pemahaman materi, yang didukung oleh 9 indikator dan 21 pernyataan. Hasil penelitian ini menunjukan bahwa peserta didik merasa proses pembelajaran dengan Metode Blended Learning melalui Google Classroom ini membuat proses pembelajaran menjadi menarik, efektif, menumbuhkan motivasi, menumbuhkan sikap belajar mandiri, aktif, dan kreatif. Selain itu, metode ini juga dapat meningkatkan pemahaman dan hasil belajar peserta didik. Namun, peserta didik merasa proses pembelajaran menjadi tidak efisien karena mengharuskan mereka mempunyai paket data. Oleh karena itu, peran pemerintah dirasa sangat penting, salah satunya dalam hal pengadaan sarana dan prasarana untuk mendukung proses pembelajaran Blended Learning agar dapat memudahkan peserta didik untuk tetap terhubung dengan internet secara gratis.

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Persepsi Peserta Didik terhadap Metode Blended Learning dengan Google Classroom

Learning activities in the computer lab is one of the challenging in higher education. Subject that is most practical activities such as Data Mining are by nature illustrative or demonstrative in the computer lab that emphasize the acquisition of observational skills; and allow students to see the concept dealt in action and relate theory more closely to reality. However, the students’ reaction to practical work is often negative as a result they are not effective in laboratory work and this may reflect a student perception that there is lack of clear purpose for the lab hands on task. The main objective of this study is to explore the effectiveness of Google Classroom’s active learning activities for data mining subject under the Decision Sciences program. A set of questionnaire has been distributed to a sample of 100 students who enrolled data mining subject were used in this study. The analysis of the data was carried out using Technology Acceptance Model (TAM) to examine the relationship between the identified factors and the effectiveness of the learning activities. The results prove that majority of the students satisfy with the Google Classroom’s tool that were introduced in the class where all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students’ satisfaction towards the Google Classroom’s learning activities.

The Application of Google Classroom as a Tool for Teaching and Learning

As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom’s active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom’s tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students’ satisfaction towards the Google Classroom’s active learning activities.

Sarah Syamimi Mohamad Rodzi

Papers

The Application of Google Classroom as a Tool for Teaching and Learning

Google classroom as a tool for active learning