Google Classroom as an Alternative during the Covid-19 Pandemic: Teachers Perceptions

Currently, Information and Communication Technologies (ICTs) offer wide access to various educational tools that complement both classroom and online education;therefore, it is the responsibility of institutions to be at the forefront and provide teachers with the necessary technological tools to generate better conditions for meaningful learning. In this sense, the need arises to analyze the use of ICTs during the COVID-19 pandemic as a complement for the teacher in the teaching-learning process. The objective of this research was to analyze the use of Google Classroom during the period March 2020 to February 2021, a tool that supported teachers in communicating with their students at the Universidad Popular de la Chontalpa. For this purpose, a survey was applied to know the perception of 150 teachers of the Economic-Administrative Sciences Division (DCEA) towards the use of the platform. The data analysis was carried out through graphs and their respective description where it was found that most of the teachers accessed the platform to create online classes with students, although their level of knowledge was basic, this software allowed them to maintain interaction with students during the period of suspension of face-to-face classes due to COVID-19;an attitude of acceptance towards its use by teachers and students was perceived. Finally, recommendations were made to continue with teacher training, at intermediate and advanced levels, on the operation and management of the Google Classroom platform, as well as the creation of an area to provide advice to teachers and students in relation to ICTs at the Universidad Popular de la Chontalpa.

Selection of Digital Tools for Organizing Students' Group Work in Distance Education

The transformation of classical education into distance education has become increasingly relevant, especially given the challenging conditions posed by the COVID-19 pandemic and military operations in our country. In these circumstances, distance learning requires practical educational materials that are easily accessible to students. This paper proposes criteria and indicators for selecting digital tools that can facilitate group work with educational content in distance learning. We analyzed the tools available on the Microsoft 365, Google Workspace, and Cisco Webex platforms and evaluated their suitability for managing students' group work in distance learning in institutions of higher education at various stages of the learning process including setting tasks, designing the learning environment, facilitating group interaction and communication, managing educational content and files, promoting teamwork and productivity, and presenting results. To obtain expert assessment of the defined criteria and indicators, we engaged seventeen researchers and educators who have practical experience using digital tools in distance learning. Our study identified three important criteria for selecting digital tools for group work with educational content, namely: design, functional-technological, education -communication ones. We determined the weight of the indicators for these criteria and assessed digital tools for group work with educational content in distance learning. Digital tools such as Microsoft 365 and Google Workspace was found to be more suitable for providing group work of students in a distance learning, while Cisco Webex was found to be the most suitable tool for organizing real-time group work. Other digital tools for group work of students in distance learning can be evaluated according to defined criteria and indicators.

Information Security on Learning Management System Platform from the Perspective of the User during the COVID-19 Pandemic

Information security breach is a major risk in e-learning. This study presents the potential information security disruptions in Learning Management Systems (LMS) from the perspective of users. We use the Technology Acceptance Model approach as a user perception model of information security, and the results of a questionnaire comprising 44 questions for instructors and students across Indonesia to verify the model. The results of the data analysis and model testing reveals that lecturers and students perceive the level of information security in the LMS differently. In general, the information security aspects of LMSs affect the perceptions of trust of student users, whereas such a correlation is not found among lecturers. In addition, lecturers perceive information security aspect on Moodle is and Google Classroom differently. Based on this finding, we recommend that institutions make more intense efforts to increase awareness of information security and to run different information security programs © The Korea Institute of Information and Communication Engineering

Distance Learning of Geographic Information Systems Using Google Classroom: Students' Assessment and Perception

Distance education at universities during the COVID-19 pandemic was implemented through various so-called learning management systems (LMSs). These environments are primarily used for teacher-student communication, assignment, and sharing of learning materials, testing, and assessment. This article aims to evaluate the Google Classroom environment's perception by university students of the courses Teaching Academic Subjects and Geography, forced to study through distance learning during the second half of the semester. Students filled out a questionnaire focused on the perception and evaluation of the Google Classroom environment at the end of the semester. The students were divided into two groups, depending on whether they worked in the Google Classroom environment for the first time or not. The results were evaluated using the Wilcoxon rank-sum test and the semantic differential method. The results show students' positive attitudes toward this environment, even though some were working with it for the first time. The perception and identification of the strengths and weaknesses of learning environments are essential in their future use in creating curricula and analysis of possible further use in other subjects or situations.

Using Digital Learning Platforms to Enhance the Instructional Design Competencies and Learning Engagement of Preservice Teachers

Given the effects of the COVID-19 pandemic and the associated radical changes to the teaching landscape, employing digital learning platforms in the professional training of teachers has become imperative. The instructional design competencies are among the most important competencies for today's teachers. Therefore, it is necessary to test the effectiveness of digital learning platforms to provide teachers with the required competencies, both cognitive and practical, and to help them improve these competencies. Accordingly, in this study, we aimed to measure the effects of using the Google Classroom platform to develop instructional design competences and learning engagement among preservice teachers in Saudi Arabia. We used a quasi-experimental approach, with a one-group design (pre- and posttest) in this study, which included 61 female student teachers. Three measurement instruments were utilised, namely, the achievement test, the product evaluation card, and the learning engagement scale. The results of our study showed that using Google Classroom as a digital learning platform was effective in helping the preservice teachers acquire and develop their cognitive and practical competencies in instructional design. Our results further revealed high levels of learning engagement at cognitive, behavioural, and social levels among the preservice teachers who participated in learning instructional design through the Google Classroom platform. Our findings emphasise the need for greater investment in digital learning platforms to support preservice teachers' professional training, as these students can benefit from the potential these platforms offer in developing their instructional design competencies.

Study the Effect of Using Google Classroom on the Academic Performance Under the Covid19 Pandemic Using Data Mining Technique

In light of the pandemic that has swept the world, the use of elearning in educational institutions has become an urgent necessity for continued knowledge communication with students. Educational institutions can benefit from the free tools that Google provide and from these applications, Google classroom which is characterized by ease of use, but the efficiency of using Google classroom is affected by several variables not studied in previous studies Clearly, this study aimed to identify the use of Google classroom as a system for managing e-learning and the factors affecting the performance of students and lecturer. The data of this study were collected from 219 members of the faculty and students at the College of Administration and Economics at the University of Baghdad in Iraq and have reached Google classroom offers all the technologies wanted by students and lecturer but there is a positive correlation between lack of knowledge of technical matters and decrease in the use of Google classroom and online education and vice versa © 2023, International Journal of Interactive Mobile Technologies.All Rights Reserved.

Students' Perceptions towards Using Google Classroom Application in EFL Classroom during the COVID-19 Pandemic at Thai – Nichi Institute of Technology

The purposes of this research were 1) to investigate the students' perceptions towards using the Google Classroom Application in the EFL classroom at Thai – Nichi Institute of Technology (TNI) and 2) to find out the benefits of using the Google Classroom Application in the EFL classroom at TNI. The sample of one hundred was taken from first-year students taking the English Foundation Course at TNI during the first semester of the 2021 academic year. The method of sample selection was purposive sampling based on the classes assigned by the registrar office of TNI to the researcher. The research instrument used to collect the data was a questionnaire with the overall value index of item objective congruence (IOC) at the rate of 1.00. The methodology of data collection was conducted through a survey questionnaire and an interview. Frequency, percentage, and content analysis were used for data analysis. The result of this research showed a positive perception of learners towards the Google Classroom Application when learning English. Most of the interviewed participants reported that the Google Classroom Application was easy to use and that it also provided real-time feedback from the teacher because Google Classroom allowed the teacher to send announcements and start class discussions right away. Therefore, the participants had positive attitudes toward using the Google Classroom Application during the COVID-19 pandemic.

Sentiment Analysis of Google Classroom Application Using Support Vector Machine

Technological advances are growing very rapidly and affect human life and also have an impact during the pandemic. During the pandemic, Google Classroom ranks first on the platform that is often used during distance learning. On the Google Play site, many reviews about the application. Due to the many reviews given by users, sentiment analysis is carried out so that public opinion on the application is known, thus users or application developers know the advantages and disadvantages of the application. Sentiment analysis was carried out using the SVM algorithm with the help of the python programming language on google colab. From the results of sentiment analysis, the sentiment of Google Classroom application users is 64% negative sentiment and 36% positive sentiment with an algorithm accuracy of 81%. In addition, data visualization is carried out, so that it can be seen what causes users to give positive reviews and negative reviews, from which priority improvements are obtained to improve Google Classroom performance. © 2022 IEEE.

Behind-the-Scenes: Challenges to Integrate Google Classroom in Teaching and Learning

Due to the outbreak of the COVID-19 pandemic, the Malaysian government has announced Movement Control Order (MCO) for the safety of the nation. Based on the latest data from UNESCO (2020), this measure has impacted over 7.9 million of learners in Malaysia. Subsequently, teachers in Malaysia are facing challenges to continue providing quality education to students due to the pandemic. Google Classroom was introduced after the termination of Frog VLE in Malaysia. However, the researcher found that implementing Google Classroom via online teaching and learning is ineffective compared to the face-to-face method. Hence, this study aimed to explore why Malaysian teachers face challenges in teaching and learning. The study employed a qualitative study using a semi-structured interview. The participants of this study were five teachers from different secondary schools in Selangor, Malaysia. Purposive sampling was adopted in this study with two criteria. The first criterion is that participants need to have experience in using Google Classroom in teaching and learning regardless of any subjects' while the second is that participants need at least five years of teaching experience in secondary school. As a result, a total of four themes were categorised. This research finding would offer insights to educational stakeholders and school administrators to improve the integration of Google Classroom in teaching and learning. Recommendations were generalisability and suggestions to the future researcher to explore ways to overcome the challenges faced by secondary school teachers. © ICCE 2022.All rights reserved.

Distance Learning of Geographic Information Systems Using Google Classroom: Students' Assessment and Perception

Distance education at universities during the COVID-19 pandemic was implemented through various so-called learning management systems (LMSs). These environments are primarily used for teacher–student communication, assignment, and sharing of learning materials, testing, and assessment. This article aims to evaluate the Google Classroom environment's perception by university students of the courses Teaching Academic Subjects and Geography, forced to study through distance learning during the second half of the semester. Students filled out a questionnaire focused on the perception and evaluation of the Google Classroom environment at the end of the semester. The students were divided into two groups, depending on whether they worked in the Google Classroom environment for the first time or not. The results were evaluated using the Wilcoxon rank-sum test and the semantic differential method. The results show students' positive attitudes toward this environment, even though some were working with it for the first time. The perception and identification of the strengths and weaknesses of learning environments are essential in their future use in creating curricula and analysis of possible further use in other subjects or situations. © 2022 by American Association of Geographers.

Measuring Google Classroom's Usability Level from an Expert Perspective

The demand for the use of distance learning media, especially at the beginning of the covid-19 pandemic, led to the high use of one of the long-known distance learning media, namely Google Classroom. This study aims to provide empirical evidence of the effect of perceived usability on the use of Google Classroom recently. We use heuristic evaluation method to evaluate user interface of e-Learning with four expert participants who are also instructor/teacher in some courses, the data is presented in form of quantitative and in-depth in the form of qualitative. Result of the study showed that the highest severity level was 1 (cosmetic usability problem) in the first heuristic (visibility of system status): 2 from 4 expert said that Google Classroom does not provide visuals that help the user understand in which screen they are standing;and sixth heuristic (recognition rather than recall): 2 from 4 expert said that Google Classroom does not indicate which controls are currently inactive in clear visual way. This study introduces a new approach, risk opportunity measurement which is based on risk-based thinking of ISO 9001:2015 (standard of quality management system), to provide recommendations for improvement of problems found by evaluators to stakeholders based on principles/heuristics that have the highest to lowest risk opportunities for improvement and further development. © 2022 IEEE.

A system modeling approach to simulate post-COVID-19 student intention to use online learning platforms

Purpose: The purpose of this paper is to apply systems modeling to explore the usability of the online learning platform in the future compared to its usefulness during the pandemic era. Design/methodology/approach: The applied systems research methodology has been used to develop a stock-flow model encompassing enablers and constraints for learning platform usage from the primary data collected through a survey of 163 respondents. Findings: The model simulation observed promising trends over one year for online learning platforms provided the challenges are reduced in seven to eight months. Challenges linked to the Internet and interaction need must be removed for future usage. Research limitations/implications: The results of the survey and model simulation suggest actions for product planning and development of online learning platforms based on customer insights. Product customization and feature enhancement will be required for the continued usability of online learning products. Actions for Internet service providers are to capture the online learner market by removing issues of Internet access bandwidth, and quality of content. Also, there should be sufficient teacher–student interaction in the online learning mode. Originality/value: This is an original study using systems modeling to evaluate factors contributing to students' intention to use online learning conducted at Dayalbagh Educational Institute (Deemed to be University) Dayalbagh Agra, UP, India, 282005. © 2023, Emerald Publishing Limited.

Google Classroom as an Online Learning Media for Indonesian Language Learning During COVID-19 Pandemic

—The COVID-19 pandemic forced schools to change their offline learning model to online. Teachers can use many platforms for online learning, such as Google Classroom. This study aims to reveal the use of google classroom in online learning of Indonesian subjects at schools during the pandemic. A literature study is used in this research. Data is collected from various sources, such as journal articles, proceedings, books, and online news. The results of the analysis show that in learning Indonesian during a pandemic, Google Classroom is used by teachers as an online learning medium because it is easy for students to access. Using Google Classroom effectively increases student understanding and can increase student activity in learning. © 2023 ACADEMY PUBLICATION.

Social Networking Applications: A Comparative Analysis for a Collaborative Learning through Google Classroom and Zoom

Recently, social network applications were developed intensively due to the increasing compaction and user demands. These applications provide different services to their users like learning, awareness, chatting with friends, sharing global news, etc. Simply, this work introduces the advantages of these software applications, specifically in the field of education during the COVID 19 spread. Google Classroom and Zoom meetings had gained the attention of many educational institutes for using them as a learning platform for students and educators. This research used two methodologies SWOT analysis and the information system success model of DeLone and McLean's updated to evaluate the effectiveness of these applications. SWOT analysis was performed for the Zoom meetings and google classroom, then evaluated their effectiveness. Likewise, DeLone and McLean's model was deployed for evaluation, an empirical survey was used and distributed in our college. The results were collected, analyzed, and studied using various statistical parameters. Practically, each application has its pros and cons. However, google classroom showed more functionality for the learning process than the Zoom application. © 2022 Elsevier B.V.. All rights reserved.

Students' Perception towards Google Classroom to Facilitate Learning During Emergency Online Learning

During the COVID-19 pandemic, learning activities were suspended to reduce the number of viruses spread in Bali, Indonesia. During that time, students got little learning experience so there was a lot of learning lost. The policy taken is to shift learning to online learning. This study aims to determine students' perceptions of the use of Google Classroom as a learning platform in facilitating students during online learning. This research is survey research using in depth interview which was participated by 10 university students in Singaraja. The results of the study indicate that students feel that learning is more organized and learning needs can be accommodated. However, students think that the lack of support from internet signals sometimes hinders learning and discussion when using Google Classroom. The results of this study have the implication that a learning platform such as Google Classroom is needed to support the teaching and learning process.

Google Classroom as a Teaching Tool for Undergraduate Embryology.

Context and aim Modern teaching of medicine has evolved into a beyond-the-classroom experience. Learning management systems (LMSs) have made this possible because of easy accessibility and user-friendliness. The COVID-19 lockdown further accentuated the need for this mode of education delivery. General embryology (GE) is a subject under human anatomy that does not rely on "touch-and-feel" as much as other medical subjects. Assess Google Classroom (GC) as a teaching tool to deliver an online undergraduate-level general embryology (GE) course. Settings and design A cross-sectional study involving 211 undergraduate medical students across India. Methods and material A pre-and post-quiz model was adopted to evaluate the efficiency of a five-lecture course on GE. The course content was delivered via 20-minute YouTube video lectures, uploaded on GC. Lastly, student feedback regarding gadget preferences and the overall learning experience was collected. Statistical Analysis: The confidence interval was set at 95%, and a p-value

The use of Google Classroom among Students during the COVID-19 Pandemic: A Review

COVID-19 outbreak has tremendously impacted education by implementing online learning in schools and universities worldwide. Google Classroom (GC) is one of the online learning platforms favored by educators in facilitating online learning due to its various benefits. Due to its significance, there has been a growing trend in examining its users' perception of using GC during the COVID-19 pandemic. Hence, this review investigates the students' perception of using GC during the pandemic. Relevant articles for this review were identified from two leading databases: Scopus and Web of Science. Three main steps were involved in this review method: identification, screening, and eligibility processes. The selected articles revealed that the use of GC allows the students to acquire new knowledge and language skills due to its ease of use, usefulness, flexibility, and accessibility. Meanwhile, among the challenges the students face in using GC during the COVID-19 period involved device and connection issues, their readiness to use the platform, and the inability to receive instant instructor feedback. Educational institutions are then encouraged to improve their e-learning infrastructure and knowledge to accommodate the use of GC. Conversely, teachers should also optimise both asynchronous and synchronous learning through GC and anticipate their students' general limitations in using GC and online learning. © 2022 IJETAE Publication House. All Rights Reserved.

Preparedness of Blended Education prior to SARS-COV-2 Pandemic via Google Classroom for the fifth Year Medical Students, Otolaryngology Rotation

Background: Generally, we use face-to-face manner as a main method for teaching while some flipped classroom applied online to get more achievement. The Department of Otolaryngology, Phramongkutklao College of Medicine(PCM) has introduced the online Google Classroom (GC) to the fifth-year medical students, in the academic year of 2019. The main purpose of the online GC may be applied to the flipped classroom for the fifth-year medical students. Due to the SARS-COV-2 pandemic situation at the time of this academic year, each rotation should get a different learning method. Therefore, it appeared that the second to the seventh rotation from total 8 rotations learned by blended education. Face to face manner of teaching was applied first then it was switched to online GC. After that, the eighth rotation came at the same time of the SARS-COV-2 pandemic, they were switched to the online GC only. It may be very hard if the online teaching has not been prepared before the time comes. The purpose of this study was to report the result of the application of GC and difference between group of the second to seventh rotation and the group of eighth rotations. How, the first rotation was not included in the study since they had opportunity to learn only face to face procedure. Methods: This is a descriptive prospective study by data collection from 86 medical students of the second to eighth rotations while the eighth rotation studied 100% online. The variable data, including a general information, satisfaction, and tools for accessing the GC were obtained from the questionnaires given to the second to the eighth rotation of the fifth-year medical students. Besides, the daily quiz (DQ) created and evaluated by the second-year residents were preformed and analyzed for the relationship with multiple choice question marks, slide quiz marks, objective structured clinical examination marks and practical marks. Moreover, the questionnaires regarding the comparison between the Google Classroom and the Moodle (MD) were also given to the sixth to eight rotations. Results: From evaluation (of the full mark of 5) of satisfaction and usage, it was found that the satisfaction was 4.7, difficulty to access was 3.2, suitability of DQ was 4.5 as well as the content of pedagogy, bedside teaching and OPD teaching conform with DQ was 4.5. Information through GC was useful by 4.2. Convenience to do SDL through GC was 4.5. Preferring to do SDL through GC was 4.5 and believe that GC could reduce paper consumption was 4.8. Comparison between GC and MD, there were 66.7% (26/39) of students who answered the evaluation with 96.1% preferred GC. Among these, 80.8% thought GC was easier to access, and 76.9% thought GC was more user friendly than MD. Correlation analysis by Pearson correlation, it was found that rotation was related to slide quiz (p = 0.010) and PBL marks (p < 0.001). Those who had more numbers of answering quizzes would gain higher quiz marks (p < 0.001). Conclusion: Using of the blended education to familiarize students, faculty and support staffs with learning management system are important since if 100% online teaching is needed. The change from face to face to online could be easily performed. Almost of student preferred Google Classroom to Moodle. © 2022 IEEE.

Google Classroom and reading skills in secondary school students at Centro Educativo Parroquial 1327Ancon, Lima, Peru, 2020

The present research work sought to determine the suitability of applying the Google Classroom platform to develop communicative reading skills in students in the fourth grade of secondary school at the Institucion Educativa Parroquial (I.E.P.) N degrees 3721 in Ancon. Lima. Peru, when face-to-face classes had to be substituted by the so-called virtuality in the teaching-learning process, within the protocols implemented to face Covid-19. Authorities, teachers, and students were forced to look for technological tools and develop digital skills to achieve their educational objectives. Google Classroom was the digital platform used for the virtual process of developing the reading skills of the aforementioned group of students, whose results are contrasted with those achieved by a control group, with whom identical learning content was developed, both evaluated using rubrics. The results show that the use of this platform contributed to a significant improvement in the learning and reading skills of the experimental group concerning the control group, in the school year 2020.

Iraqi EFL teachers’ perception towards Google Classroom

Nowadays, information technology (IT) based educational applications (Moodle, Google Classroom, and Zoom) are available for both teachers and students. This study aimed to identify Iraqi English as a foreign language (EFL) teachers’ perception towards using Google Classroom at the university level. A qualitative research design (case study) was employed in this study. The researcher asked six Iraqi EFL teachers as volunteers to participate in this study. Those participants are working at different Iraqi universities. A semi-structured interview was used to get the data from those participants. Six phases of analysis were adopted to analyze the elicited data. The results revealed that Google Classroom is very important in EFL teaching and learning at tertiary level. This application has many advantages in teaching EFL students such as it enables students to find the lectures whenever they need them, encourages students to participate, speak, and comment freely and effectively without hesitations especially those who have some psychological problems like shyness. On the other hand, it has many disadvantages too such as it focuses on listening, writing, and watching skills and ignores the direct interaction between teachers and students, which could take place in the normal classes. © 2022, Institute of Advanced Engineering and Science. All rights reserved.