The Usage of Google Apps Services in Higher Education

Abstract

Abstract. Google Apps, as one of cloud computing applications, is gaining popularity and can be effectively used in education for communication between academic staff and their students. This paper reports on the use of Google Apps services for higher education. It investigates the use of Google Apps services (Mail, Docs/Drive, Calendar, and Sites) as a package among information department staff themselves and the use of Google Apps services package between academic staff and their students at ABC academic institution. The research aims to find out whether there was a significant difference in the use of Google Apps services by the IT staff and their students. The finding reveals that despite the frequent use of Google Apps services package by IT staff, the usage of the same group with their students was less than normal. The results also show that the differences were significant. Analysis of results shows that there are factors that contribute to the differences.

Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education

“…Given that literature showed that the low level of teachers' e-literacy was one of the greatest barriers to the adoption of telecollaboration as a practice in Higher Education (O'Dowd, 2013a), we suggest what we consider to be basic and well known tools to be used in each task. The choice for Google apps for education (Google Docs, Google Forms, Google Drive) for most of the activities is justified by the increasing adoption of Google by Higher Education institutions (Owayid & Uden, 2014), by their collaborative and intuitive features (which are useful for the kind of tasks proposed) and by their 'open access', which provide a common ground in which students and teachers from collaborating universities can work together without the need to deal with registration and privacy issues related to specific universities' platforms. Still, teachers can opt to use other tools that they are more comfortable with.…”

The use of cloud resources and services in distance learning of students in the context of restrictions caused by the pandemic

“…The experience of integrating Google Apps cloud services into the information and educational space of higher education institutions is highlighted in the research (Scheid et al: 2012;Al-Emran, Malik: 2016;Owayid, Uden: 2014;Teo, Noyes: 2014;Robertson: 2013). An important feature of Google services, according to researchers, is that the company guarantees technical support 24 hours a day, 7 days a week, as well as uptime (operating mode) of the system at the level of 99.9% (Klein et al: 2012).…”

Cloud Computing Adoption in Higher Education Institutions: A Systematic Review

“…Other researchers have documented their experiences when developing e-learning systems (5/43) [183], [188], [207], [212], [215], m-learning systems (mobile) (5/43) [196], [200], [203], [206], [208], and virtual laboratory systems (4/43) [184], [185], [199], [202]. In addition to these studies (30/43) [186], [187], [189]- [195], [197], [198], [201], [204], [205], [209]- [211], [213], [214], [216], [217], [219]- [224], other researches have shared considerably in common and highlighted issues, such as computer-supported collaborative learning platform [222], ontology-driven systems [201], SaaS platform [195], and private clouds [213]. Others have documented teaching and learning networked systems [223],cloud-based web application with integrated robotics [189],cloud-based content cooperation system [218],cloud-based open-test database system [197], and e-Meeting system [217].…”