Technology has gained importance in all stages of education yet educators have been unable to figure out which of the many available technological tools best fit their classroom practices. Google Classroom is one such tool that is free of cost and has gained popularity within a short span of time. The main purpose of the study is to assess teachers’ perception on the effectiveness of Google Classroom. The study is carried out through a qualitative research design. The sample of the study, which uses semi-structured interview method, consists of 12 higher education teachers who have implemented Google Classroom for at least one semester in their classroom. The data acquired has been put through a comprehensive analysis by coding and categorizing the data through NVivo. Findings revealed that teachers perceive it as only a facilitation tool that can be used for document management and basic classroom management, without having a significant impact on teaching methodologies. The responses of the teachers indicate that lack of user-friendly interface is the main reason for its inefficiency. Further studies can be conducted by taking the students’ perspective into account.
Key words: Educational technology, Google Classroom, Integrating technology, Virtual Classroom.
2. Bolkan, S. (2015). Intellectually Stimulating Students’ Intrinsic Motivation: The Mediating Influence of Affective Learning and Student Engagement. Communication Reports, 28(2), 80–91. https://doi.org/10.1080/08934215.2014.962752
3. Espinosa, N., Estira, K. L., & Ventayen, R. J. M. (2017). Usability Evaluation of Google Classroom: Basis for the Adaptation of GSuite E-Learning Platform. Asia Pacific Journal of Education, Arts, and Science, 5(1).
4. Gall, M. D., Gall, J. P., & Borg, W. R. (2006). Educational Research: An Introduction (8 edition). Boston: Pearson.
5. Graham, C. R. (2006). Blended learning systems. The Handbook of Blended Learning, 3–21.
6. Hinkelman, D. (2018). Evolution of Blended Learning. In Blending Technologies in Second Language Classrooms (pp. 1–21). Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-53686-0_1
7. Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers in Education, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0
8. Liu, H.-C., & Chuang, H.-H. (2016). Integrating Google Classroom to Teach Writing in Taiwan. Minnesota eLearning Summit. Retrieved from https://pubs.lib.umn.edu/index.php/mes/article/view/730
9. Machado, L. J., & Chung, C.-J. (2015). Integrating Technology: The Principals’ Role and Effect. International Education Studies, 8(5), 43. https://doi.org/10.5539/ies.v8n5p43
10. Martínez-Monés, A., Reffay, C., Torío, J. H., & Cristóbal, J. A. M. (2017). Learning Analytics with Google Classroom: Exploring the Possibilities. In Proceedings of the 5th International Conference on Technological Ecosystems for Enhancing Multiculturality (p. 47:1–47:6). New York, NY, USA: ACM. https://doi.org/10.1145/3144826.3145397
11. Northey, G., Bucic, T., Chylinski, M., & Govind, R. (2015). Increasing Student Engagement Using Asynchronous Learning. Journal of Marketing Education, 37(3), 171–180. https://doi.org/10.1177/0273475315589814
12. O’Byrne, W. Ian, & Pytash, Kristine E. (2015). Hybrid and Blended Learning. Journal of Adolescent & Adult Literacy, 59(2), 137–140. https://doi.org/10.1002/jaal.463
13. Öznacar, B., & Dericioğlu, S. (2017). The Role of School Administrators in The Use of Technology. Eurasia Journal of Mathematics, Science and Technology Education, 13(1), 253–268. https://doi.org/10.12973/eurasia.2017.00615a
14. Samy, N. K., Che Rose, R., & Alby, J. L. D. (2008). Teachers’ readiness to use technology in the classroom: an empirical study. European Journal of Scientific Research, 21, 603–616.
15. Shaharanee, I. N. M., Jamil, J. M., & Rodzi, S. S. M. (2016). Google classroom as a tool for active learning. AIP Conference Proceedings, 1761(1), 020069. https://doi.org/10.1063/1.4960909
16. Spring, K. J., Graham, C. R., & Hadlock, C. A. (2016). The current landscape of international blended learning. International Journal of Technology Enhanced Learning, 8(1), 84–102. https://doi.org/10.1504/IJTEL.2016.075961
17. Zhao, Y., & Breslow, L. (2013). Literature review on hybrid/blended learning. Teaching and Learning Laboratory (TLL), 1–22.