Research Article
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Students’ experiences of learning in virtual classrooms facilitated by Google Classroom

Year 2023, Volume: 6 Issue: 2, 362 - 383, 31.05.2023
https://doi.org/10.31681/jetol.1250095

Abstract

The study evaluated students’ experience of learning with virtual classrooms facilitated by Google Classroom at the Institute of social work, Dar es Salaam, Tanzania. The study employed the Activity Theory (AT) as a theoretical framework using the first triangle of the activity system, which includes three components - Subject-Tool-Object (STO).
This study adopted an anonymous online survey for data collection and the quantitative method was used to analyze data. Additionally, the survey questionnaires were prepared and distributed using the KoBo Toolbox. The sample size of 79 (96%) questionnaires was considered from a subgroup of institute students, which includes a Bachelor’s degree in Labor Relations and Public Management (BLRPM), an Ordinary Diploma in Labor Relations and Public Management (ODLRPM), and a Basic Technician Certificate in Labor Relations and Public Management (BTCLRPM) from the labor studies departments.
The findings revealed that the student’s opinions specified that overall students were more interested in learning activities using the Google Classroom platform as a learning tool and they managed to achieve learning goals in the ICT module. Alternatively, the findings from ANOVA comparing the differences between the groups of students concerning the use of Google Classroom as a learning tool revealed that the ODLRPM and BTCLRM students demonstrated higher online/blended learning experiences of using Google Classroom for the ICT module compared to BLRPM students. In conclusion, the study calls for institute policymakers to plan and offers the use of web 2.0 tools such as Google Classroom to facilitate online/blended teaching and learning at the institute.

Thanks

The author would like to thank friends (Dr. Sophie McKenzie, Lecturer, and Dr. Guy Wood-Bradley, Lecturer – Deakin University, Australia) and reviewers for taking their valuable time to offer plentifully helpful invaluable assistance and guidance. The author is also very grateful to all those authors whose research papers have been referred to in writing this research article.

References

  • Abdullah, Z. (2014). Activity Theory as Analytical Tool: A Case Study of Developing Student Teachers’ Creativity in Design. Procedia - Social and Behavioral Sciences, 131(2010), 70–84. https://doi.org/10.1016/j.sbspro.2014.04.082
  • Alghamdi, A. A., & Plunkett, M. (2022). Using activity theory to understand the impact of social networking sites and apps used by Saudi postgraduate students. Behavior and Information Technology, 41(6), 1298–1312. https://doi.org/10.1080/0144929X.2021.1874049
  • Alim, N., Linda, W., Gunawan, F., & Saad, M. S. M. (2019). The effectiveness of Google Classroom as an instructional media: A case of state islamic institute of Kendari, Indonesia. Humanities and Social Sciences Reviews, 7(2), 240–246. https://doi.org/10.18510/hssr.2019.7227
  • Almas, M., Machumu, H., & Zhu, C. (2021). Instructors’ Perspectives, Motivational Factors and Competence in the Use of an E-Learning System in a Tanzanian University. International Journal of Education and Development Using Information and Communication Technology, 17(2), 76–95.
  • Alotumi, M. (2022). Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-022-11051-2
  • Annurwanda, P., & Winata, R. (2021). Students’ Perception Towards the Use of Google Classroom for Mathematics Online Learning Viewed From Students’ Readiness. Kalamatika: Jurnal Pendidikan Matematika, 6(2), 195–206. https://doi.org/10.22236/kalamatika.vol6no2.2021pp195-206
  • Anthony Jnr, B. (2022). An exploratory study on academic staff perception towards blended learning in higher education. Education and Information Technologies, 27(3), 3107–3133. https://doi.org/10.1007/s10639-021-10705-x
  • Apriani, R., Prastiawan, A., Maulina, S., Tryanasari, D., Imaningrum, A. D., Pratiwi, F. D., & Sumarsono, R. B. (2020). The Effectiveness of Using Google Classroom to Measure the Level of Understanding Student Materials. Proceedings - 2020 6th International Conference on Education and Technology, ICET 2020, 1, 200–204. https://doi.org/10.1109/ICET51153.2020.9276608
  • Barhoumi, C. (2016). Studying the impact of blended learning that uses the online PBwiki guided by activity theory on LIS students’ knowledge management. Reference Services Review, 44(3), 341–361. https://doi.org/10.1108/RSR-09-2015-0040
  • Bernard, R., Msungu, A. C., & Sanare, R. (2012). Using Mobile Phones for Teaching and Learning Purposes in Higher Learning Institutions : the Case of Sokoine University of Agriculture in Tanzania. Proceedings and Report of the 5th UbuntuNet Alliance Annual Conference, 2007, 118–129.
  • Bhat, S., Raju, R., Bikramjit, A., & D’souza, R. (2018). Leveraging e-learning through google classroom: A usability study. Journal of Engineering Education Transformations, 31(3), 129–135.
  • Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367
  • Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747
  • Engeström, Y., & Sannino, A. (2021). From mediated actions to heterogeneous coalitions: four generations of activity-theoretical studies of work and learning. Mind, Culture, and Activity, 28(1), 4–23. https://doi.org/10.1080/10749039.2020.1806328
  • Famularsih, S. (2020). Students Experiences in Using Online Learning Applications Due to COVID-19 in English Classroom. Studies in Learning and Teaching, 1(2), 112–121. https://doi.org/10.46627/silet.v1i2.40
  • Gedera, D. S. P. (2014a). Students’ experiences of learning in a virtual classroom: An Activity Theory perspective. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 10(4), 93–101. https://www.learntechlib.org/p/150708/
  • Gedera, D. S. P. (2014b). Students’ experiences of learning in a virtual classroom. International Journal of Education & Development Using Information & Communication Technology, 10(4), 93–101. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=100293832&site=ehost-live&scope=site
  • Gedera, D. S. P., & Williams, P. J. (2013). Using Activity Theory to understand contradictions in an online university course facilitated by Moodle. International Journal of Information Technology and Computer Science, 10(1), 32–41.
  • Gedera, D. S. P., Zealand, N., Williams, P. J., & Zealand, N. (2013). The use of learning technologies to facilitate engagement in an online course. International Journal of Information Technology and Computer Science ( IJITCS ), 9, 12–20. https://www.academia.edu/3786945/The_use_of_learning_technologies_to_facilitate _engagement_in_an_online_course
  • Gupta, A., & Pathania, P. (2021). To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level. Education and Information Technologies, 26(1), 843–857. https://doi.org/10.1007/s10639-020-10294-1
  • Gurban, M. A., & Almogren, A. S. (2022). Students’ Actual Use of E-Learning in Higher Education During the COVID-19 Pandemic. SAGE Open, 12(2), 215824402210912. https://doi.org/10.1177/21582440221091250
  • Haji, S. A. (2022). Students use online learning platforms to support blended Learning at Cameroonian University. Journal of Educational Technology and Online Learning, 5(2). https://doi.org/10.31681/jetol.1028410
  • Hamad, W. B. (2022a). Evaluating the students’ behavior intention toward the use of the Student Information Management System (SIMS): a case of the Institute of Social Work. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-022-11476-9
  • Hamad, W. B. (2022b). Understanding the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic : A systematic literature review. Journal of Educational Technology & Online Learning, 5(2), 393–410. https://dergipark.org.tr/en/download/article-file/2183557
  • Hoang Ngoc Tue, & Le Duc Hanh. (2021). Vocational English Teachers’ Challenges on Shifting Towards Virtual Classroom Teaching. AsiaCALL Online Journal, 12(3), 58–73. https://asiacall.info/acoj
  • Ibrahim, G., Luzinge, H., & Kapanda, G. (2020). Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic : The Case of Kilimanjaro Christian Medical University College ( KCMUCo ), Tanzania. Journal of Learning for Development, 7(3), 433–446.
  • Jaca, C. A. L. (2022). Students’ Online Class Experiences Using Google Classroom Amidst the Covid-19 Pandemic. Randwick International of Education and Linguistics Science Journal, 3(1), 58–68. https://doi.org/10.47175/rielsj.v3i1.409
  • James Ernest Kazoka. (2020). Users’ Attitudes and Usage Intentions Towards Integration of Web 2.0 in Teaching and Learning Processes from Selected Universities in Tanzania. Education and Development, 38(2), 9–25.
  • Jiang, H., Islam, A. Y. M. A., Gu, X., Spector, J. M., & Chen, S. (2022). Technology-Enabled E-Learning Platforms in Chinese Higher Education During the Pandemic Age of COVID-19. SAGE Open, 12(2), 215824402210950. https://doi.org/10.1177/21582440221095085
  • Karanasios, S. (2013). Framing ICT4D research using activity theory: a match between the ICT4D field and theory? Proceedings of the 12th International Conference on Social Implications of Computers in Developing Countries, Montego Bay, Jamaica, 31, 527–540.
  • Karanasios, S. (2018). Toward a unified view of technology and activity: The contribution of activity theory to information systems research. Information Technology and People, 31(1), 134–155. https://doi.org/10.1108/ITP-04-2016-0074
  • Kazoka, J. E., & Mwantimwa, K. (2019). Perceived usefulness and ease of use of Web 2.0 tools in university teaching and learning in Tanzania. Salaam Library Journal, 14(2), 19–37.
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  • Mahali, D. B., Changilwa, P., & Anyona, J. (2019). The Influence of Level of Training in LMS and Student Utilization of LMS in Public Universities in Tanzania. Journal of Education, 2(4), 19–46. https://stratfordjournals.org/journals/index.php/journal-of-education/article/view/396
  • Mahenge, M. P. J., & Sanga, C. (2016). ICT for e-learning in three higher education institutions in Tanzania. Knowledge Management and E-Learning, 8(1), 200–212. https://doi.org/10.34105/j.kmel.2016.08.013
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Year 2023, Volume: 6 Issue: 2, 362 - 383, 31.05.2023
https://doi.org/10.31681/jetol.1250095

Abstract

References

  • Abdullah, Z. (2014). Activity Theory as Analytical Tool: A Case Study of Developing Student Teachers’ Creativity in Design. Procedia - Social and Behavioral Sciences, 131(2010), 70–84. https://doi.org/10.1016/j.sbspro.2014.04.082
  • Alghamdi, A. A., & Plunkett, M. (2022). Using activity theory to understand the impact of social networking sites and apps used by Saudi postgraduate students. Behavior and Information Technology, 41(6), 1298–1312. https://doi.org/10.1080/0144929X.2021.1874049
  • Alim, N., Linda, W., Gunawan, F., & Saad, M. S. M. (2019). The effectiveness of Google Classroom as an instructional media: A case of state islamic institute of Kendari, Indonesia. Humanities and Social Sciences Reviews, 7(2), 240–246. https://doi.org/10.18510/hssr.2019.7227
  • Almas, M., Machumu, H., & Zhu, C. (2021). Instructors’ Perspectives, Motivational Factors and Competence in the Use of an E-Learning System in a Tanzanian University. International Journal of Education and Development Using Information and Communication Technology, 17(2), 76–95.
  • Alotumi, M. (2022). Factors influencing graduate students’ behavioral intention to use Google Classroom: Case study-mixed methods research. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-022-11051-2
  • Annurwanda, P., & Winata, R. (2021). Students’ Perception Towards the Use of Google Classroom for Mathematics Online Learning Viewed From Students’ Readiness. Kalamatika: Jurnal Pendidikan Matematika, 6(2), 195–206. https://doi.org/10.22236/kalamatika.vol6no2.2021pp195-206
  • Anthony Jnr, B. (2022). An exploratory study on academic staff perception towards blended learning in higher education. Education and Information Technologies, 27(3), 3107–3133. https://doi.org/10.1007/s10639-021-10705-x
  • Apriani, R., Prastiawan, A., Maulina, S., Tryanasari, D., Imaningrum, A. D., Pratiwi, F. D., & Sumarsono, R. B. (2020). The Effectiveness of Using Google Classroom to Measure the Level of Understanding Student Materials. Proceedings - 2020 6th International Conference on Education and Technology, ICET 2020, 1, 200–204. https://doi.org/10.1109/ICET51153.2020.9276608
  • Barhoumi, C. (2016). Studying the impact of blended learning that uses the online PBwiki guided by activity theory on LIS students’ knowledge management. Reference Services Review, 44(3), 341–361. https://doi.org/10.1108/RSR-09-2015-0040
  • Bernard, R., Msungu, A. C., & Sanare, R. (2012). Using Mobile Phones for Teaching and Learning Purposes in Higher Learning Institutions : the Case of Sokoine University of Agriculture in Tanzania. Proceedings and Report of the 5th UbuntuNet Alliance Annual Conference, 2007, 118–129.
  • Bhat, S., Raju, R., Bikramjit, A., & D’souza, R. (2018). Leveraging e-learning through google classroom: A usability study. Journal of Engineering Education Transformations, 31(3), 129–135.
  • Coman, C., Țîru, L. G., Meseșan-Schmitz, L., Stanciu, C., & Bularca, M. C. (2020). Online teaching and learning in higher education during the coronavirus pandemic: Students’ perspective. Sustainability (Switzerland), 12(24), 1–22. https://doi.org/10.3390/su122410367
  • Engeström, Y. (2001). Expansive Learning at Work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156. https://doi.org/10.1080/13639080020028747
  • Engeström, Y., & Sannino, A. (2021). From mediated actions to heterogeneous coalitions: four generations of activity-theoretical studies of work and learning. Mind, Culture, and Activity, 28(1), 4–23. https://doi.org/10.1080/10749039.2020.1806328
  • Famularsih, S. (2020). Students Experiences in Using Online Learning Applications Due to COVID-19 in English Classroom. Studies in Learning and Teaching, 1(2), 112–121. https://doi.org/10.46627/silet.v1i2.40
  • Gedera, D. S. P. (2014a). Students’ experiences of learning in a virtual classroom: An Activity Theory perspective. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 10(4), 93–101. https://www.learntechlib.org/p/150708/
  • Gedera, D. S. P. (2014b). Students’ experiences of learning in a virtual classroom. International Journal of Education & Development Using Information & Communication Technology, 10(4), 93–101. http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=100293832&site=ehost-live&scope=site
  • Gedera, D. S. P., & Williams, P. J. (2013). Using Activity Theory to understand contradictions in an online university course facilitated by Moodle. International Journal of Information Technology and Computer Science, 10(1), 32–41.
  • Gedera, D. S. P., Zealand, N., Williams, P. J., & Zealand, N. (2013). The use of learning technologies to facilitate engagement in an online course. International Journal of Information Technology and Computer Science ( IJITCS ), 9, 12–20. https://www.academia.edu/3786945/The_use_of_learning_technologies_to_facilitate _engagement_in_an_online_course
  • Gupta, A., & Pathania, P. (2021). To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level. Education and Information Technologies, 26(1), 843–857. https://doi.org/10.1007/s10639-020-10294-1
  • Gurban, M. A., & Almogren, A. S. (2022). Students’ Actual Use of E-Learning in Higher Education During the COVID-19 Pandemic. SAGE Open, 12(2), 215824402210912. https://doi.org/10.1177/21582440221091250
  • Haji, S. A. (2022). Students use online learning platforms to support blended Learning at Cameroonian University. Journal of Educational Technology and Online Learning, 5(2). https://doi.org/10.31681/jetol.1028410
  • Hamad, W. B. (2022a). Evaluating the students’ behavior intention toward the use of the Student Information Management System (SIMS): a case of the Institute of Social Work. Education and Information Technologies, 0123456789. https://doi.org/10.1007/s10639-022-11476-9
  • Hamad, W. B. (2022b). Understanding the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic : A systematic literature review. Journal of Educational Technology & Online Learning, 5(2), 393–410. https://dergipark.org.tr/en/download/article-file/2183557
  • Hoang Ngoc Tue, & Le Duc Hanh. (2021). Vocational English Teachers’ Challenges on Shifting Towards Virtual Classroom Teaching. AsiaCALL Online Journal, 12(3), 58–73. https://asiacall.info/acoj
  • Ibrahim, G., Luzinge, H., & Kapanda, G. (2020). Teaching and Learning Experiences in Medical Education During the COVID-19 Pandemic : The Case of Kilimanjaro Christian Medical University College ( KCMUCo ), Tanzania. Journal of Learning for Development, 7(3), 433–446.
  • Jaca, C. A. L. (2022). Students’ Online Class Experiences Using Google Classroom Amidst the Covid-19 Pandemic. Randwick International of Education and Linguistics Science Journal, 3(1), 58–68. https://doi.org/10.47175/rielsj.v3i1.409
  • James Ernest Kazoka. (2020). Users’ Attitudes and Usage Intentions Towards Integration of Web 2.0 in Teaching and Learning Processes from Selected Universities in Tanzania. Education and Development, 38(2), 9–25.
  • Jiang, H., Islam, A. Y. M. A., Gu, X., Spector, J. M., & Chen, S. (2022). Technology-Enabled E-Learning Platforms in Chinese Higher Education During the Pandemic Age of COVID-19. SAGE Open, 12(2), 215824402210950. https://doi.org/10.1177/21582440221095085
  • Karanasios, S. (2013). Framing ICT4D research using activity theory: a match between the ICT4D field and theory? Proceedings of the 12th International Conference on Social Implications of Computers in Developing Countries, Montego Bay, Jamaica, 31, 527–540.
  • Karanasios, S. (2018). Toward a unified view of technology and activity: The contribution of activity theory to information systems research. Information Technology and People, 31(1), 134–155. https://doi.org/10.1108/ITP-04-2016-0074
  • Kazoka, J. E., & Mwantimwa, K. (2019). Perceived usefulness and ease of use of Web 2.0 tools in university teaching and learning in Tanzania. Salaam Library Journal, 14(2), 19–37.
  • Lee, C. B., Hanham, J., Kannangara, K., & Qi, J. (2021). Exploring user experience of digital pen and tablet technology for learning chemistry: applying an activity theory lens. Heliyon, 7(1), e06020. https://doi.org/10.1016/j.heliyon.2021.e06020
  • Lioutas, E. D., Charatsari, C., La Rocca, G., & De Rosa, M. (2019). Key questions on the use of big data in farming: An activity theory approach. NJAS - Wageningen Journal of Life Sciences, 90–91, 100297. https://doi.org/10.1016/j.njas.2019.04.003
  • Lubua, F. (2015). Exploring the Opportunities for Integrating New Digital Technologies in Tanzania Higher Education Classrooms. International Journal of Learning, Teaching and Educational Research, 14(2), 131–150.
  • Mahali, D. B., Changilwa, P., & Anyona, J. (2019). The Influence of Level of Training in LMS and Student Utilization of LMS in Public Universities in Tanzania. Journal of Education, 2(4), 19–46. https://stratfordjournals.org/journals/index.php/journal-of-education/article/view/396
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There are 62 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Wahid Hamad 0000-0002-6833-7123

Publication Date May 31, 2023
Published in Issue Year 2023 Volume: 6 Issue: 2

Cite

APA Hamad, W. (2023). Students’ experiences of learning in virtual classrooms facilitated by Google Classroom. Journal of Educational Technology and Online Learning, 6(2), 362-383. https://doi.org/10.31681/jetol.1250095


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