Google classroom as a tool for active learning
- 1 January 2016
- conference paper
- conference paper
- Published by AIP Publishing in AIP Conference Proceedings
- Vol. 1761 (1), 020069
- https://doi.org/10.1063/1.4960909
Abstract
As the world is being developed with the new technologies, discovering and manipulating new ideas and concepts of online education are changing rapidly. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the difficulty of teaching and learning online, technologies available to support online instruction, the support and compensation needed for high-quality instructors, and the needs of online students create challenges for such vision statements and planning documents. This paper provides analysis and evaluation of the effectiveness of Google Classroom’s active learning activities for data mining subject under the Decision Sciences program. Technology Acceptance Model (TAM) has been employed to measure the effectiveness of the learning activities. A total of 100 valid unduplicated responses from students who enrolled data mining subject were used in this study. The results indicated that majority of the students satisfy with the Google Classroom’s tool that were introduced in the class. Results of data analyzed showed that all ratios are above averages. In particular, comparative performance is good in the areas of ease of access, perceived usefulness, communication and interaction, instruction delivery and students’ satisfaction towards the Google Classroom’s active learning activities.Keywords
This publication has 6 references indexed in Scilit:
- Understanding distinctions in learning in hybrid, and online environments: an empirical investigation of the community of inquiry frameworkInteractive Learning Environments, 2013
- Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussionsComputers & Education, 2012
- Online university students' satisfaction and persistence: Examining perceived level of presence, usefulness and ease of use as predictors in a structural modelComputers & Education, 2011
- Using the Facebook group as a learning management system: An exploratory studyBritish Journal of Educational Technology, 2011
- Viability of the "Technology Acceptance Model" in Multimedia Learning Environments: A Comparative StudyInterdisciplinary Journal of e-Skills and Lifelong Learning, 2007
- Internet Self-Efficacy and the Psychology of the Digital DivideJournal of Computer-Mediated Communication, 2006