LMS Solution: Evidence of Google Classroom Usage in Higher Education

Abazi-Bexheti, Lejla; Kadriu, Arbana; Apostolova-Trpkovska, Marika; Jajaga, Edmond; Abazi-Alili, Hyrije

doi:10.2478/bsrj-2018-0003

Cited by 53 publications

(53 citation statements)

References 8 publications

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“…They are able to use such programs as Google Class, Excel, Gretl more effectively. A similar pattern of results was obtained in the previous studies (Abazi-Bexheti et al, 2018). Researchers stated that Google services have their own strengths and weaknesses, but their use stimulates students to improve their computer skills.…”

Section: Discussionsupporting

confidence: 84%

Using Google Classroom Tools in Teaching Students of Economic Specialities

Stavytskyi

Urazgaliyeva²

2018

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The article deals with the issue of teaching students of economic specialities by means of cloud technologies. The author analyses the possibilities of applying Internet services and demonstrates the feasibility of their implementation in education. The primary aim of this research is to examine the influence of Google Classroom tools on the development of students' economic competence. During the pedagogical experiment, the criteria (cognitive, motivational and technological), indicators, and levels (high, sufficient, average and low) of the formation of students' economic competence through Google Classroom were determined. 65 students of the Faculty of Management and Marketing of the National Technical University of Ukraine "Igor Sikorsky Kyiv Polytechnic Institute" took part in the experiment. The results prove that Google Classroom tools allow increasing the level of cognitive activity and motivate students to study economic subjects. The paper demonstrates that the use of Internet resources has a positive effect on the development of technology skills and also favourably promotes the introduction of new methods into the educational process.

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Section: Discussionsupporting

confidence: 84%

Using Google Classroom Tools in Teaching Students of Economic Specialities

Stavytskyi

Urazgaliyeva²

2018

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“…In facilitating student learning and providing social care and interaction during school closure periods, the UNESCO had released an article on the distance learning solution comprising the list of educational applications, platforms, and resources (UNESCO, 2020). Among them, Learning Management Systems (LMS) gains more acceptance and involvement (Abazi-Bexheti et al, 2018), a vast range of LMS can be utilized for online learning. One of them is Google Classroom.…”

mentioning

confidence: 99%

Social construction of knowledge in synchronous text-based discussion during English language learning

Mutiaraningrum

Nugroho²

2020

J. Eng. Foreign. Lang.

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The uptake of remote learning during the COVID-19 pandemic was indispensable. Classroom activity, including English language learning, was shifted into remote learning. However, remote learning has not escaped the question regarding its role in students' knowledge construction in language learning. Thus, this study explores whether the social construction of knowledge occurs in the same-time synchronous text-based discussion during students' English language learning. It also investigates the phasesin which the social construction of knowledge present. Content analysis of the Interaction Analysis Model was used as the method to classify twenty-three Indonesian English as foreign language students' discourses in the synchronous text-based discussion. The transcripts from two threads in Google Classroom were sorted into the Interaction Analysis Model Phases to find out the percentage of each Phase's occurrence. Results indicate that the discourses showed the social construction of knowledge was developed by students and thereby pointed out the process of their cognitive thinking during their synchronous English language learning. This study suggests that the social construction of knowledge exists in synchronous text-based discussion with the most frequent postings categorized in Phase I.

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“…Another advantage of this cloud service, noted by M. I. Wan, A. R. Wan, A. I. H. Suhaimi, N. Noordin, A. Harun, J. Ismail, R. The [22], is the ability to use both on a personal computer and on a mobile device. This practice, according to L. Abazi-Bexheti, A. Kadriu, M. Apostolova-Trpkovska, E. Jajaga, H. Abazi-Alili, meets the needs and interests of both higher education itself and modern students [23]. The specifics of each lesson in e-learning will be determined by the capabilities of the cloud service, the teacher's individual experience, the level of theoretical and practical training of specific students, the characteristics of a particular discipline, etc.…”

Section: Methodsmentioning

confidence: 89%

The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

Masharova¹,

Mikhlyakova²,

Krukovskiy³

et al. 2020

P Sci Edu

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The problem and the aim of the study. New challenges and requirements of society and the state to the e-education system necessitate the formation of students' skills for active information interaction and cognitive activity in the digital space. The authors propose to use cloud services for organizing the educational process, e-learning participants integration and communication, expanding didactic tools and improving the quality of graduate training in the electronic educational environment. Research methods. The main methods are theoretical and methodological analysis and generalization of fundamental scientific works on the research problem, processing of the results of control events and the content of the Google Classroom cloud service (assigned tasks, announcements, instructions, links to additional resources). The pedagogical experiment involved 52 students (35% of girls and 65% of boys) from the Law Institute of Vyatka State University. The G sign criterion is used as a statistical processing method. Results. The features of the organization of e-learning in a digital school have been formulated to enhance information interaction based on the use of cloud technologies through the Google Classroom service: the integration of students and teachers into a single information and educational space, expanding the possibilities of learning and communication; "synchronization" of educational and cognitive activities in different digital resources; the orientation of the service content to the peculiarities of the modern student’s perception, the ability to work in the format of mobile applications activates cognitive interest, research activities and communication practice are supported. The empirical value Gemp=3<Gcr=10 (for p=0.01) obtained during the experiment confirms that the shift towards improving the quality of educational results after using the Google Classroom cloud service is not accidental. Conclusion. The use of cloud services in organizing information interaction in the e-learning system will improve the quality of educational results while providing a set of conditions: enhancing cognition, connecting students to information interaction in new ways, expanding the boundaries of the educational environment, modifying the roles of participants in the didactic process, and using mobile applications.

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LMS Solution: Evidence of Google Classroom Usage in Higher Education

Cited by 53 publications

References 8 publications

Using Google Classroom Tools in Teaching Students of Economic Specialities

Using Google Classroom Tools in Teaching Students of Economic Specialities

Social construction of knowledge in synchronous text-based discussion during English language learning

The use of cloud services to enhance information interaction in e-learning to improve the quality of educational results

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