Pre-Service Student Teachers’ Perception of Using Google Classroom in a Blended Course (original) (raw)
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Students’ Acceptance of the Use of Google Classroom as a Platform in Blended Learning
AL-ISHLAH: Jurnal Pendidikan
This study aims to identify the students’ acceptance level of the use of Google Classroom as a platform in Blended-learning and to compare the results between three departments of Language and Arts Department in FKIP of Universitas Riau. Data of this survey research were collected through an online survey using Google form and analysed descriptively. The survey was distributed to all students and 205 of them responded the survey coming from three departments: English Language and Arts Department, Indonesian Language and Arts Department, and Japanese Language and Arts Department in FKIP of Universitas Riau. The questionnaires in the survey used Technology Acceptance Model (TAM) proposed by Davis (1986) with four indicators to measure the students’ acceptance: Perceived Usefulness (PU), Perceived Ease of Use (PEU), Behavioral Intention (BI), and Actual System Use (AU). The students’ acceptance levels in terms of Perceived usefulness (62,8%) was in very good category; Perceived Eas...
Students' Adoption of Google Classroom Investigated by Technology Acceptance Model
MIER Journal of Educational Studies Trends and Practices
Educational institutions in Bangladesh had to stop face-to-face educational activities during the COVID-19 pandemic. Institutions accepted online classes as the only alternative for conducting educational activities. Teachers and students transitioned from face-to-face to online medium by using a Learning Management System (LMS). Google Classroom has evolved as an LMS during this period. This study uses a quantitative research methodology to focus on students' adoption of Google Classroom in higher education using the modified version of the Technology Acceptance Model (TAM). In particular, this research aims to identify the factors affecting university students' behavioural intention towards LMS. The revised LMS-TAM model was used with prediction factors like perceived usefulness, perceived ease of use, behavioural intent, enjoyment, subjective norm, satisfaction, and interactivity and control. A questionnaire was developed with experts' opinions and distributed online ...
2021
The COVID 19 pandemic has led us to use Google classroom in the teaching and learning process worldwide since it is easily accessible at any time to an unlimited number of learners. Despite many benefits claimed, previous literature also cautioned on challenges associated with this web-based platform, especially from the learners' point of view. Intrigued by these issues, the objective of this study is to explore the benefits and challenges in the adoption of Google classroom from the educators' perspective by referring to the Technology Acceptance Model (TAM). Thus, a phenomenography study had been employed, involving forty accounting lecturers from one of the universities in Malaysia. Data were gathered through an open-ended questionnaire and analysed qualitatively using NVivo 14. The results indicated that five emergent themes derived from the benefits namely outcome and process satisfaction, ease of use, paperless and usefulness. Meanwhile, four themes were elicited for challenges; attitude, student engagement, effort expectancy and facilitating condition. The benefits indicate the vast potential of online learning, while the challenges provide insight into what needs to be done. Hence, the optimum use of this web-based platform will enhance quality education and promote lifelong learning opportunities for both educators and learners.
Interactive Learning Environments, 2022
Changes in the educational landscape due to the COVID-19 pandemic open opportunities to create instructional materials that will make teaching and learning easier. The use of a learning tool such as Learning Management System (LMS) as the online classrooms of students is one of the essentials in an online learning environment. Utilizing an action research design, this study aims to assess the designed Cloud-based Centralized Collaborative Classroom and Communication-Learning Management System (C5-LMS) using Google Classroom. The assessment of C5-LMS was anchored on the extended Unified Theory of Acceptance and Use of Technology (UTAUT) model. The respondents of the study were the faculty members, supervisors, and students of a certain college that utilized the pilot of C5-LMS design. Findings of the study revealed that the C5-LMS via Google Classroom gained "acceptability" among the respondents in terms of extended UTAUT constructs. Users' overall acceptance of the C5-LMS when grouped according to their roles revealed that the teacherrespondents' rating is highly acceptable, nevertheless, the superior and students' assessment is acceptable. Moreover, all the respondents confirmed that the C5-LMS has the following capabilities that corroborate the initial findings: collaboration, communication, facilitation tasks, usefulness, easy navigation, and monitoring system.
Proceedings of the First International Conference on Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020)
Education in the 21 st 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.
Education and Information Technologies, 2022
Blended learning combines face-to-face instruction and online learning experiences. It capitalizes on online learning management systems, one of which is Google Classroom (GC). Nevertheless, empirical investigations have mirrored literature gaps in understanding how the GC platform affects students' behavioral intention to harness it for web-based learning. Therefore, this case study applied a modified version of the extended unified theory of acceptance and use of technology (UTAUT2) as a theoretical underpinning to examine factors influencing graduate students' behavioral intention to utilize the GC platform. Employing mixed methods explanatory sequential design, the study first analyzed survey data from 23 EFL graduate students implementing partial least squares structural equation modeling (PLS-SEM). Subsequently, it conducted a qualitative stage carrying out semi-structured interviews for data collection and thematic analysis for its evaluation. The study through PLS-SEM results revealed that the most crucial determinant of students' behavioral intention toward the GC platform was habit, which hung on facilitating conditions and hedonic motivation. Besides, it evinced facilitating conditions as the most important performing interaction factor in determining graduate students' behavioral intention. Nonetheless, it indicated that performance expectancy, effort expectancy, social influence, facilitating conditions, and hedonic motivation had no direct effect on behavioral intention. The follow-up qualitative findings explained that since the students mainly used the GC platform off-campus, the GC App on their smartphones and the interesting content on the GC platform sustained their habitual tendencies toward employing the GC platform. Accordingly, the study explicates implications and recommendations for theory, policy, and practice.
Jurnal Pendidikan Progresif, 2023
Google Classroom Adoption as Learning Management System in Senior High School Using Technology Acceptance Model. Objectives: The purpose of this study was to determine the acceptance of Google Classroom as a learning management system for public high school at one state university in Laguna, Philippines, using the Technology Acceptance Model (TAM). It further determined the effect of online learning self-efficacy on the original TAM-related factors. Methods: Using a quantitative through survey method, the data were collected using a web-based program from 742 students and were analyzed using structural equation modelling. The contentvalidated research instrument was adapted from previous studies (Al-Maroof & Al-Meran, 2018; Fathema et al., 2015; Zimmerman and Kulikowich, 2016). Findings: Findings revealed that all hypotheses were supported. Both perceived ease of use (PEOU) and perceived usefulness (PU) positively influence the attitude towards use (ATU), according to the study's findings. The PU and ATU can likewise significantly predict behavioral intention to use (BIU), which in turn explains the actual usage (AU) of Google classrooms. Furthermore, Online learning self-efficacy (OLSE) demonstrates a positive impact on both PU and PEOU. Conclusion: This study concludes that the students found Google Classroom as an effective tool for teaching and learning, as evidenced by a positive perspective and strong intent to continue using the platform. The salient implications for implementing LMS-based courses and future lines of research were also discussed.
Analysis Of Factors Affecting The Use of Google Classroom to Support Lectures
The development of information technology in recent years developed very rapidly, so that with this development has changed the paradigm of society. One field that is getting a significant impact in the development of this technology is the field of education, where education is a process of communication and information from teachers to students that contains the information education, that sparked the birth of the idea of e-learning. The use of any e-learning system is always followed by a push factors, as well as e-learning launched by Google, the Google Classrooms that currently used by the majority of students in STT Musi. TAM (Technology Acceptance Model) is a model of user acceptance of information systems and information technology assume that there are two individual beliefs, they are perception of benefit (Perceived Usefulness abbreviated as PU) and ease of use (perceived ease of use, abbreviated as PEOU). Therefore, this study was developed by adopting the model of TAM to see from both the perception in the TAM that affect the use of Google Classroom by some students STT Musi. Population of this research is the students who are already using Google Classroom in the lecture. Data obtained as much as 90 questionnaires distributed by using purposive sampling technique to all students active in the odd academic year 2014-2015.Results from this study showed that the perception of perceived Easy of Use and perceptions of perceived usefulness positively affect the use of Google Classroom. And both these perceptions also jointly affect the use of Google Classroom.
LINGUA, 2018
Implementing blended learning strategy in higher education requires a learning management system (LMS) that is stable, well-proven, and accessible by both teachers and students alike. \Google Classroom is anLMS that meets the aforementioned criteria and it hasa steady growing acceptance because of its cross-platform presence, stability, and ease-of-use. Though Classroom has gained many users in K-12 environment, it has not gained the same progress in higher education. To investigate whether Classroom can bring positive impact in a higher educationcourse, a research was conducted by utilizing Classroom as an LMS to support blended learning strategy in a Pengantar Linguistik Umum class for a semester. Research participants' were university students who enrolled in PLU class. Then, the course was conducted by combining face-to-face meeting and online learning facilitated by Google Classroom. Class teacher surveyed students' knowledge and perceptions about blended learning at the beginning of the course and at the end of semester to investigate their perceptions of using LMS in blended learning environment. The Classroom was used to share video podcasts, online quizzes, and assignments. This research showed that Classroom was a satisfying LMS for blended learning in PLU course because of its features, user-friendliness, and appropriateness in higher education program.
Students’ acceptance towards blended learning implementation
Journal of Physics: Conference Series, 2019
The objective of the inquiry is to observe students’ acceptance towards blended learning implementation. It focuses on students’ perceptions and attitudes towards using easyclass.com as a learning management tool and face-to-face learning. The case study has been conducted among business students in a private university in Medan, North Sumatera. The research employed a quantitative approach based on the Technological Acceptance Model (TAM), and asked the students to answer a questionnaire. They also were interviewed to acquire insights about the blended learning implementation. The study concludes that the students’ awareness and attitudes were encouraging towards the learning management tools in term of the usefulness and the ease of use. However, negative impressions also were underlined during the interview with the students. In summary, blended learning implementation requires an integrated approach where the learning management system is useful and ease to use. Finally, an acti...