The effectiveness of google classroom as a tool to support online science learning: a literature review

Widiyatmoko, Arif

doi:10.1088/1742-6596/1918/5/052069

Cited by 22 publications

(25 citation statements)

References 11 publications

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“…The Google Classroom app delivers services such as managing class schedules, providing online and offline communication, sharing files, creating and organising assignments, and providing feedback efficiently to facilitate users to interact and cooperate (Jamiludin et al, 2021;Widiyatmoko, 2021). Based on the social learning theory of constructivism (Vygotsky, 1987), the formation of fresh knowledge results during social interaction.…”

Section: Introductionmentioning

confidence: 99%

Relationship between Academic Achievement and Interest Factors Based on Collaborative Learning Approach among Form Six Economics Students

2022

JEP

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Economic literacy is an essential piece of an individual's daily life regardless of background. An acquaintance of economic literacy empowers individuals to decide rationally in the face of economic issues that impact the lives of communities and nations in a dynamic atmosphere. Malaysia has been in the third phase in executing the Malaysia Education Development Plan (2013)(2014)(2015)(2016)(2017)(2018)(2019)(2020)(2021)(2022)(2023)(2024)(2025). Thus, the Ministry of Education Malaysia took a visionary step by advancing a virtual learning platform called Google Classroom or known as Digital Educational Learning Initiative Malaysia (DELIMa), at the school level. This approach satisfies the learning needs and wants of Generation Z students. An active learning climate such as a collaborative approach boosts the learning process positively. Nevertheless, the economic achievements and interests of the students identified were not promising. Interest and achievement factors are closely interrelated. Accordingly, this study attempted to identify the perception of students' interest in economic learning and the relationship between interest factors and economic students' achievement based on a collaborative learning approach. This survey study was conducted on 207 Form Six economics students in Malacca, Malaysia. The research instruments involved in collecting data were questionnaires and student achievement tests. The outcomes of the Pearson correlation analysis revealed no significant relationship between interest and achievement factors among economics students. Contextually, this approach could support economics students gain access to and manage learning content more easily. The researcher proposes that this learning by the Google Classroom-assisted digital platform approach be continued in the future to facilitate students to access learning content. The conclusions of this study confirmed that futuristic pedagogical methods such as cybersecurity, gamification and heutagogy would complement the landscape of the learning environment in Malaysia in the future. Thus, added studies on other factors that support the efficacy of the implementation of digital collaborative learning approaches should be developed.

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Section: Introductionmentioning

confidence: 99%

Relationship between Academic Achievement and Interest Factors Based on Collaborative Learning Approach among Form Six Economics Students

2022

JEP

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“…Past literature revealed numerous benefits in using GC as a learning tool, especially during the COVID-19 outbreak. The platform, for instance, allows educators to create and post various learning resources like pictures, videos, and links, manage students' assessments, give feedback to their students, and enable them to conduct live teaching and learning sessions [4]. In a study conducted by Hussaini et al [5], it was found that GC is dependable, effective, and efficient in enhancing learners' access and attentiveness in learning.…”

Section: Introductionmentioning

confidence: 99%

“…Apart from its benefit for students' language proficiency, it is also discovered that GC is an efficient learning device to support online science learning. Widiyatmoko [4], for example, found that GC can facilitate science teachers in managing classes, conducting laboratory activities, and making online tests.…”

Section: Introductionmentioning

confidence: 99%

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

Shak¹,

Hasni²,

Malik³

et al. 2022

IJETAE

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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

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“…Debido a la COVID-19, todos los países del mundo han decidido cerrar todas las instituciones educativas para prevenir los contagios (Ahmad et al, 2020;Dash et al;2021;UNESCO, 2021). En ese sentido, en el Perú, a partir del 11 de marzo del 2020, como medidas de prevención y control de la COVID-19 se dictó una serie de decretos supremos que declaran en estado de emergencia sanitaria a nivel nacional.…”

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“…Además, Google Classroom es una plataforma de aprendizaje en línea gratuita con varias funciones que respalda el aprendizaje interactivo, divertido y significativo con una gestión del aula más flexible. Por ejemplo, Google Classroom puede ayudar a los profesores de ciencias a administrar clases, realizar actividades de laboratorio y realizar evaluaciones en línea(Widiyatmoko, 2021).Finalmente, Google Classroom se combina con Google Drive para la distribución de tareas, videos y uso compartido de archivos de presentaciones, y Google Calendar para programar el calendario de reuniones.En tercer lugar, Google Meet es una herramienta de videoconferencia con funcionalidades para crear e invitar a reuniones en línea, compartir pantalla, mensajería, diseños para visualización, grabar reuniones, traducciones automáticas de idiomas, entre otros. En ese sentido,Rusmansyah et al (2021) señala que, Google Meet facilita la interacción entre profesores y estudiantes como si estuvieran aprendiendo en clase directamente y paraSeptantiningtyas et al (2021) Google Meet influye de manera significativa la motivación de aprendizaje de los estudiantes, puesto que, los estudiantes consideran que es fácil de implementar y permite la flexibilidad en tiempo y espacio.Finalmente, existen otras herramientas de Google que destacan en el proceso de enseñanza y aprendizaje como por ejemplo Gmail, Grupos de Google, y Google Hangouts que disponen de funcionalidades para organizar mensajes correo, listas de distribución, organizar eventos y mensajería instantánea.…”

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Evaluación de la usabilidad percibida de Google Classroom, Drive y Meet en el proceso de enseñanza y aprendizaje de la Universidad Nacional de San Antonio Abad del Cusco durante la pandemia del COVID-19

2021

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El Perú como el resto de países del mundo ha sido afectado en muchos sentidos por la pandemia generada por la COVID-19. El sector educación no fue ajeno a esta situación. Las clases presenciales en todos los niveles de educación fueron canceladas y se migró a las clases virtuales. En este contexto, las aplicaciones educativas virtuales tomaron mayor protagonismo en los procesos de enseñanza y aprendizaje, siendo la usabilidad un atributo importante que debe ser considerado en este tipo de plataformas. El objetivo de esta investigación es medir la usabilidad de las principales aplicaciones educativas virtuales que actualmente utiliza la Universidad Nacional de San Antonio Abad del Cusco en su proceso de enseñanza y aprendizaje: Google Classroom, Google Drive y Google Meet. Para medir la usabilidad de estas aplicaciones se aplicó el cuestionario System Usability Score (SUS) a una población aproximada de 1150 docentes y 19000 estudiantes de los cuales respondieron un total de 211 participantes, 137 alumnos y 74 docentes. El estudio es de enfoque cuantitativo y de alcance descriptivo con muestreo no probabilístico. El resultado del estudio muestra que, la usabilidad percibida para las tres aplicaciones en general es buena para todos los participantes (promedio de puntuación SUS 69.85). En ese sentido, considerando el contexto de la pandemia mundial, el uso de las herramientas de Google es conveniente para adaptarse rápidamente al proceso de enseñanza en el ámbito virtual y dichas herramientas son fáciles de usar y aprender.

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The effectiveness of google classroom as a tool to support online science learning: a literature review

Cited by 22 publications

References 11 publications

Relationship between Academic Achievement and Interest Factors Based on Collaborative Learning Approach among Form Six Economics Students

Relationship between Academic Achievement and Interest Factors Based on Collaborative Learning Approach among Form Six Economics Students

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

Evaluación de la usabilidad percibida de Google Classroom, Drive y Meet en el proceso de enseñanza y aprendizaje de la Universidad Nacional de San Antonio Abad del Cusco durante la pandemia del COVID-19

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