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

Year 2023, , 362 - 383, 31.05.2023

Wahid Hamad

https://doi.org/10.31681/jetol.1250095

Cited By: 2

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.

Keywords

google Classroom, Student experiences, online learning experience, virtual classroom, blended learning, online learning, Activity Theory

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.

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