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

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

References

1. 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
2. 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
3. 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
4. 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.
5. 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
6. 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
7. 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
8. 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

9. 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
10. 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.
11. 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.
12. 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
13. 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
14. 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
15. 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
16. 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/
17. 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
18. 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.
19. 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
20. 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
21. 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
22. 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
23. 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
24. 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
25. 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
26. 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.
27. 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
28. 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.
29. 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
30. 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.
31. 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
32. 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.
33. 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
34. 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
35. 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.
36. 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
37. 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
38. Malecela, I. O., & Hassan, D. S. S. S. (2019). Investigating Web 2.0 Tools Use and Students Cognitive Engagement in Selected Tanzanian Higher Institutions: Preparing Towards 21st Learning. International Journal of Advanced Engineering Research and Science, 6(1), 173–183. https://doi.org/10.22161/ijaers.6.1.24
39. McKenzie, S., Hains-Wesson, R., Bangay, S., & Bowtell, G. (2022). A team-teaching approach for blended learning: an experiment. Studies in Higher Education, 47(4), 860–874. https://doi.org/10.1080/03075079.2020.1817887
40. Mensah, I. K., Zeng, G., Luo, C., Lu, M., & Xiao, Z. W. (2022). Exploring the E-Learning Adoption Intentions of College Students Amidst the COVID-19 Epidemic Outbreak in China. SAGE Open, 12(2). https://doi.org/10.1177/21582440221086629
41. Moonma, J. (2021). Google Classroom: Understanding EFL Students’ Attitudes towards Its Use as an Online Learning Platform. English Language Teaching, 14(11), 38. https://doi.org/10.5539/elt.v14n11p38
42. Mtebe, J. S. (2013). Adoption of cloud computing in Tanzania. International Journal of Education and Research, 1(8), 1–16. http://www.ijern.com/journal/August-2013/25.pdf
43. Mtebe, J. S., Fulgence, K., & Gallagher, M. S. (2021). Covid-19 and technology-enhanced teaching in higher education in sub-saharan Africa: A case of the University of Dar es Salaam, Tanzania. Journal of Learning for Development, 8(2), 383–397.
44. Mtega, W. P., Benard, R., & Dettu, M. (2013). Knowledge Management & E-Learning The prospects of Web 2.0 technologies in teaching and learning in Higher learning institutes: The case study of the Sokoine University of Agriculture in Tanzania). The prospects of Web 2.0 technologies in teaching and lea. Knowledge Management & E-Learning, 5(4), 404–418.
45. Mwakyusa, W. P., & Ng`webeya, L. M. (2022). The Response of Tanzania Higher Learning Institutions to e-Learning During Covid-19 Pandemic. East African Journal of Management and Business Studies, 2(1), 19–28. https://doi.org/10.46606/eajess2022v03i01.0142
46. Namyssova, G., Tussupbekova, G., Helmer, J., Malone, K., Afzal, M., & Jonbekova, D. (2019). Challenges and benefits of blended learning in higher education. International Journal of Technology in Education (IJTE) International Journal of Technology in Education, 2(1), 22–31. www.ijte.net
47. Nayar, B., & Koul, S. (2020). Blended learning in higher education: a transition to experiential classrooms. International Journal of Educational Management, 34(9), 1357–1374. https://doi.org/10.1108/IJEM-08-2019-0295
48. Nguyen, S. Van, & Habók, A. (2021). Vietnamese non-English-major students’ motivation to learn English: from an activity theory perspective. Heliyon, 7(4). https://doi.org/10.1016/j.heliyon.2021.e06819
49. Ogegbo, A., & Adegoke, O. (2021). Students' Experiences on the Use of Google Classroom: Case Study of a University in Rwanda. Education and New Developments, 280–284. https://doi.org/10.36315/2021end060
50. Oladele, J. I., Koledafe, O. S., & Daramola, D. S. (2021). Prospects for Online Instructional Delivery Using Google Classrooms: Implications for Higher Education in Sub-Sahara Africa. Journal of Digital Learning and Education, 1(3), 1–17. https://doi.org/10.52562/jdle.v1i3.227
51. Patterson, N., Schultz, M., Wood-Bradley, G., Lanham, E., & Adachi, C. (2020). Going digital to enhance the learning of undergraduate students. Journal of University Teaching and Learning Practice, 17(3), 1–15. https://doi.org/10.53761/1.17.3.6
52. Pullenayegem, J. C. N., De Silva, K. R. M., & Jayatilleke, B. G. (2020). Open and Distance Learner Engagement with Online Mediation Tools: An Activity Theory Analysis. Open Praxis, 12(4), 469. https://doi.org/10.5944/openpraxis.12.4.1129
53. Pullenayegem, J., De Silva, R., & Jayatilleke, G. (2021). Contradictions in learner interactions in a blended-learning writing course: An activity theory analysis. Journal of Learning for Development, 8(2), 327–345.
54. Rahmawati, F. B., Zidni, & Suhupawati. (2020). Learning by Google Classroom in Students’ Perception. Journal of Physics: Conference Series, 1539(1). https://doi.org/10.1088/1742-6596/1539/1/012048
55. Rohman, M., Baskoro, F., & Endahcahyaningrum, L. (2020). The Effectiveness and Efficiency of Google Classroom as an Alternative Online Learning Media to Overcome Physical Distancing in Lectures Due to the Covid-19 Pandemic: Student Perspectives. Proceeding - 2020 3rd International Conference on Vocational Education and Electrical Engineering: Strengthening the Framework of Society 5.0 through Innovations in Education, Electrical, Engineering and Informatics Engineering, ICVEE 2020. https://doi.org/10.1109/ICVEE50212.2020.9243258
56. Saidu, M. K., & Al Mamun, M. A. (2022). Exploring the Factors Affecting Behavioural Intention to Use Google Classroom: University Teachers’ Perspectives in Bangladesh and Nigeria. TechTrends, 681–696. https://doi.org/10.1007/s11528-022-00704-1
57. Saidu, M. K., & Ibrahim, A. (2021). Integration of Google Classroom as an Alternative Learning Environment in Colleges of Education in North-East Nigeria : Solution for 21st Century Teaching and Learning. International Journal of Innovative Information Systems & Technology Research, 9(4), 1–10.
58. Soleimani, N., & Rahimi, M. (2021). (Mis) Alignment of Iranian EFL Teacher’s Written Corrective Feedback Beliefs and Practices from an Activity Theory Perspective. Cogent Education, 8(1). https://doi.org/10.1080/2331186X.2021.1901640
59. Tossy, T. (2017). Measuring the Impacts of E-Learning on Students’ Achievement in Learning Process: An Experience from Tanzanian Public Universities. International Journal of Engineering and Applied Computer Science (IJEACS), 02(07), 39–46.
60. Ventayen, R. J. M., Estira, K. L. A., Guzman, M. J. De, Cabaluna, C. M., & Espinosa, N. N. (2018). Usability Evaluation of Google Classroom: Basis for the Adaptation of GSuite E-Learning Platform Software Management View project Data Analysis View project. Asia Pacific Journal of Education, Arts, and Sciences, 5(1), 47–51.
61. Yakubu, N., & Dasuki, S. (2021). Emergency online teaching and learning in a Nigerian private university : an activity theory perspective. UKAIS 2021 Conference Proceedings, 248–272.
62. Zhou, L., Xue, S., & Li, R. (2022). Extending the Technology Acceptance Model to Explore Students’ Intention to Use an Online Education Platform at a University in China. SAGE Open, 12(1). https://doi.org/10.1177/21582440221085259