Integrating Camtasia, YouTube, and Google Classroom to create asynchronous learning environments

Abstract

Due to the COVID-19 pandemic, face-to-face interactions are still not permitted for the teaching and learning process. This condition has led to changes to the existing learning method to willy-nilly switch from conventional classes to what is called distance learning. Distance learning is referred to as online learning as its implementation requires Internet media that accommodate lecturers to interact with students online. The success of implementing online learning contributes to the learner’s satisfaction within the process of teaching and learning. This study used three applications—Camtasia video creator, YouTube, and Google Classroom—to assess how learners perceive the synchronous and asynchronous learning they have received. This study used a hybrid technique, combining a Google Form online survey with qualitative analysis of the respondents' answers. 52 students from the English Literature Department's Intermediate English Grammar Class served as the research participants. The findings indicate that the majority of students react well to the adoption of asynchronous learning when those three programs are used. The flexibility of access and timing is the most important and beneficial benefit. The integration between those three applications in conducting asynchronous learning is expected to provide a new perspective on implementing technology in English language teaching. Keywords: English teaching, COVID-19 pandemic, asynchronous learning, Camtasia, YouTube, Google Classroom.

Hybrid learning during the Pandemic: The case of Tlemcen university EFL learners

“…Contrary to what Kunin et al (2014) explain, the problem faced by the students under focus during this period is that Moodle platform provided no interactive options that enable students to get in touch with their instructors and receive instant feedback from them. All students could do was download the lectures and the activities that were uploaded by the head of the Department who was the only one who had access to the platform to insert the lectures sent by teachers (Pratama, Dewi & Susilowati, 2022).…”

Higher Education Students’ Social Media Platform Preferences for Educational Purposes

“…It is emphasized that YouTube should not replace the lessons completely despite its above-mentioned advantages; and that it can be used in classes for the main points, visuals or summary of the subject (Srinivasacharlu, 2020). Also, one of the important advantages of YouTube is its easy integration to LMSs such as Canvas, Moodle (Mpungose & Khoza, 2022;Pratama et al, 2022).…”