Google Classroom Amidst COVID-19 Pandemic in Indonesian Elementary Schools: Teachers’ Perceptions and Motivation

Suparjan,; Ismiyani, Nining

doi:10.3991/ijim.v16i18.32657

Cited by 4 publications

(3 citation statements)

References 28 publications

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“…The majority of teachers are reported to have insufficient technological proficiency, with a particularly noticeable deficit noted in rural areas [16], [17]. Although various applications and tools have been developed to support teachers in online teaching, WhatsApp has emerged as the preferred platform widely used in educational institutions in this country due to its simplicity, practicality, and affordability [12], [18][19][20]. However, while WhatsApp facilitates a dynamic learning environment, it is widely recognized that this application may not be sufficient to meet the demands of a comprehensive and effective teaching and learning experience, primarily due to its limited facilities and features.…”

Section: Introductionmentioning

confidence: 99%

Students’ Voices on Online Learning: Constraints, Dissatisfactions, and Expectations

Ismiyani,

Suparjan,

Timmis

2024

Int. J. Interact. Mob. Technol.

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There is no longer an emergency situation that requires full online learning in education, as COVID-19 has subsided. However, now that digital learning has become firmly established, its integration seems inevitable. Therefore, students’ feedback on their experiences with full virtual learning is crucial. It allows us to anticipate and create a well-prepared post-pandemic learning environment that integrates online classrooms effectively. The investigation of students’ experiences during the shift to online learning induced by the pandemic remains relatively scarce in West Kalimantan, a province in Indonesia. This research aims to fill this knowledge gap. The study employed a descriptive quantitative method to collect the participants’ experiences during online learning, aiming to describe the limitations, discontent, and expectations associated with online education. The survey collected responses from 769 undergraduate students at the university under study. The findings suggest that, despite the significant challenges of online learning, such as stable Internet connections and data quotas, Indonesian students consider themselves digitally literate and anticipate continuing to engage in online learning to supplement the traditional face-to-face classrooms they strongly desire. The lack of interviews in this study warrants further investigation to improve the findings.

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Section: Introductionmentioning

confidence: 99%

Students’ Voices on Online Learning: Constraints, Dissatisfactions, and Expectations

Ismiyani,

Suparjan,

Timmis

2024

Int. J. Interact. Mob. Technol.

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“…The study aims to learn how intention to use a personal learning environment based on Google applications for supporting collaborative learning is formed, in the context of university student learning [29]. The use of online facilities using the Google platform can be considered because there are positive perceptions and increase teacher motivation in utilizing online learning [30].…”

Section: Introductionmentioning

confidence: 99%

The Use of Personal Learning Environment to Support an Online Collaborative Strategy in Vocational Education Pedagogy Course

Muchlas

Budiastuti

Khairudin

et al. 2023

Int. J. Interact. Mob. Technol.

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Online distance learning, on the one side, makes the learning process more efficient and flexible. However, on the other hand, it produces learning loss within a particular educational period and makes students less enthusiastic about building a collaborative attitude. In general, online learning platform providers have provided support for collaboration activity features, but in reality, they have not been able to support effective interaction. Experts believe that using the Personal Learning Environment (PLE) as an IT tool in the learning process can help create an effective online collaboration environment. This study found that PLE was proven to increase collaborative activities in online learning significantly. The reflection feature is the type of PLE that has the most significant influence on creating a good collaboration environment. The research also found that suitable collaborative activities can increase students' understanding of TVET pedagogy.

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“…15, 2020) In Indonesia, including West Kalimantan, Moodle as a learning media is not as widely used as it is in other countries (Gamage et al, 2022;Folden, 2011). Most learnings in many areas in this country, especially in West Kalimantan, use Google Classroom, which was found to be easier and more practical than other learning webs or apps (Suparjan & Ismiyani, 2022). Several instances of the use of MOODLE were reported at SMA Muhammadiyah 2 Yogyakarta (Rahmani, 2021), which revealed that MOODLE encourage students' interest in learning and greatly contribute to improving students' competence in the use of technology and pedagogy in learning English.…”

Section: Introductionmentioning

confidence: 99%

Investigating Students’ Perspectives on the Use of E-learning MOODLE

Suparjan

Ismiyani

Mariyadi³

et al. 2023

AIJP

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E-Learning has developed rapidly, with many Learning Management Systems (LMS) being used to support learning. The COVID-19 pandemic has provided great opportunities for these developments, one of which is MOODLE LMS which lecturers and students can use to support teaching-learning activities. This study aims to investigate the perspectives of students of the Primary School Teacher Education Study Program, Faculty of Teacher Training and Education, in a state university of West Kalimantan, on the use of the institutional e-learning facilities, namely MOODLE LMS in terms of ease of use and usefulness in the distance learning process amid the Covid-19 pandemic. This study was conducted with qualitative research methods and data collection in the form of semi-structured interviews. This study found that 8 (eight) of the interviewed respondents reported that the MOODLE LMS was very easy to use, especially when logging in, accessing materials, receiving and submitting assignments, and learning about the instructional system when navigating it. MOODLE LMS also allows for quick and on-time assignment submission, provides the convenience of interacting with lecturers, makes learning more interesting and fun, and increases learning motivation. This study is expected to encourage more educators, especially lecturers, to use MOODLE LMS to engage their students in more meaningful learning and complete quality face-to-face interaction in post-pandemic.

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Google Classroom Amidst COVID-19 Pandemic in Indonesian Elementary Schools: Teachers’ Perceptions and Motivation

Cited by 4 publications

References 28 publications

Students’ Voices on Online Learning: Constraints, Dissatisfactions, and Expectations

Students’ Voices on Online Learning: Constraints, Dissatisfactions, and Expectations

The Use of Personal Learning Environment to Support an Online Collaborative Strategy in Vocational Education Pedagogy Course

Investigating Students’ Perspectives on the Use of E-learning MOODLE

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