Acceptance of Google Classroom for Learning English Exit Test

Ahmad, Tuan Sarifah Aini Syed; Ramlan, Zarina Suriya; Krishnan, Shashi Kumar

doi:10.24191/ijmal.v4i1.9504

Cited by 5 publications

(3 citation statements)

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“…This findings were in line with previous articles, (Alqahtani, 2019;Heggart & Yoo, 2018;Hussein et al, 2020;Izenstark & Leahy, 2015;J. A. Kumar et al, 2020;Syed Ahmad et al, 2020) reporting that the participant felt that GC is easily accessible for both uploading and downloading learning materials.…”

Section: Gc Is Easier To Operate For Example: When I First Used Gc I ...supporting

confidence: 91%

Technology in ELT contexts: does Google Classroom provide satisfactory online classrooms climate for university students?

Firdaus

Mahbub

Nugraheni

2022

Abjada

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For more than two decades, online learning has been employed to replace f2f instructions. GC has widely recognized to manage digital learning environment. While extensive research has investigated digital classroom mediated by GoogleClassroom (GC), there is paucity of research exploring participants’ views about GC-mediated online learning situated in Indonesian higher education (HE) contexts. We employed a sequential-explanatory research (Creswell, 2018; 2014) intended to explore in-depth the undergraduate students’ perceptions about the in-class use of Google Classroom in EFL settings. There were six (N=6) undergraduate students from private Indonesia university consented to participate in this study. We administered a web-based five point Likert scale questionnaire to collect any necessary data. Also, a semi-structured interview was conducted to explore their in-depth feelings to the selected participants. The results indicated that GC offered enormous potential benefits for organizing online teaching-learning processes. Implications, conclusions, limitations, and recommendations were then discussed.

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Section: Gc Is Easier To Operate For Example: When I First Used Gc I ...supporting

confidence: 91%

Technology in ELT contexts: does Google Classroom provide satisfactory online classrooms climate for university students?

Firdaus

Mahbub

Nugraheni

2022

Abjada

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“…The DIF analysis further verified differences in the propensity towards Google Classroom acceptance based on gender, ethnicity, experience, and frequency of internet usage. Local reports established that students' acceptance of the use of Google Classroom was positive (Nor Zanira & Hafizul, 2020;Syed Ahmad et al, 2020). The factors of performance expectancy, effort expectancy, social influence, and facilitating conditions influence an individual's intention to employ new technology (Azizi et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

User Acceptance of Google Classroom-Assisted Learning: The Case of Malaysian Form Six Economics Students

Sari

Yin²,

Zakariya³

et al. 2022

IJLTER

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As a result of the COVID-19 pandemic situation, educators in Malaysia have resorted to the use of the learning medium Google Classroom as an alternative to existing online teaching methods. Past studies have focused on direct and indirect factors towards the intention to use and the use of Google Classroom in public institutes of higher learning. This study therefore aimed to identify the level and tendency of acceptance items of Google Classroom-assisted learning among Form Six economics students based on demographic factors. A questionnaire was distributed to 206 students in the state of Melaka, Malaysia. Descriptive analysis was used to measure the level of user acceptance of Google Classroom, and the Rasch measurement model of differential item functioning (DIF) was used to identify the tendency of items based on demographic factors. From the findings of the study, the overall analysis of student acceptance of Google Classroom showed that it was at a moderately high level. DIF analysis proved that there were differences in the propensity to adopt Google Classroom based on gender, ethnicity, experience, and frequency of internet usage. The findings of this study will help policymakers to issue guidelines, and assist school management and teachers to plan for technological literacy training to educate students in schools.

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“…However, as effort expectancy and social influence also did not directly influence behavioural intention, we speculate that the outcome was due to the mandatory use of GC for teaching and learning. Effort expectancy's insignificance on behavioural intention is also accentuated by other studies such as those from Salloum and Shaalan (2019) and Ahmad et al (2020). Additionally, when students perceive that a platform is easy to use, facilitating conditions surrounding usage becomes neglectable as they will adapt towards obtaining resources to facilitate the use of the technology.…”

Section: Discussionmentioning

confidence: 94%

Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2

Bervell

Kumar

Arkorful

et al. 2021

AJET

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Online learning environments have become a contemporary component of global tertiary education due to their affordances. These environments are hinged on internet-based learning management systems and one such tool is Google Classroom. However, empirical studies have indicated that gaps exist in determining how Google Classroom influences students’ behavioural intention to use it for online learning. Accordingly, this study defines a model based on the unified theory of acceptance and technology 2 (UTAUT2) to examine the relationship between facilitating conditions and other variables towards intention formation for Google Classroom usage. Based on a mixed method using the explanatory sequential design, survey data from 163 students were initially analysed using partial least squares structural equation modelling followed by a qualitative approach based on open-ended questions for thematic analysis. Results from the partial least squares structural equation modelling approach validated the hypothesised model confirming the significant predictive relationship of facilitating conditions with effort expectancy, hedonic motivation, habit and social influence but had an insignificant relationship with behavioural intention. Furthermore, hedonic motivation and habit were the main predictors of behavioural intention by masking the role of facilitating conditions. Subsequently, the qualitative outcome indicated that habit and perceived control of using Google applications influence hedonic motivation. Finally, recommendations were made to universities towards policy formation and practice of virtual learning using Google Classroom. Implications for practice or policy: Higher education institutions should create an environment for students to be motivated and enjoy Google Classroom use. Universities should provide Internet, technical and pedagogical support for students’ Google Classroom use. Universities should explain to students the affordances of using Google Classroom. Universities should encourage students to acquire access gadgets (smartphones or tablets) for Google Classroom use.

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Acceptance of Google Classroom for Learning English Exit Test

Cited by 5 publications

References 0 publications

Technology in ELT contexts: does Google Classroom provide satisfactory online classrooms climate for university students?

Technology in ELT contexts: does Google Classroom provide satisfactory online classrooms climate for university students?

User Acceptance of Google Classroom-Assisted Learning: The Case of Malaysian Form Six Economics Students

Remodelling the role of facilitating conditions for Google Classroom acceptance: A revision of UTAUT2

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