Google Classroom Uygulamasının Benimsenme Düzeyinin Belirlenmesi: Covid-19 Sürecinde Yozgat Bozok Üniversitesi (YOBÜ) Örneği

Abstract

Bu çalışmada, dijitalleşme çağının her alanda etkinliğinin arttığı günümüzde, giderek önemli hale gelendijital uygulamalardanbirisi olan Google Classroom incelenmektedir. Özellikle eğitim, toplantı, konferans gibi çeşitli etkinliklerin dijitale taşınmasında etkin rol oynayan bu teknolojinin kullanıcıları tarafından benimsenme düzeyi önem kazanmaktadır. Araştırmada, pandemi nedeniyle uzaktan eğitim zorunluluğunun doğal sonuçlarından biri olarak kullanılmaya başlanan Google Classroom’ayönelik Yozgat Bozok Üniversitesi öğrencileri ve öğretim elemanlarının algıları belirlenmeye çalışılmaktadır. Bu amaçla geliştirilen ve Teknoloji Kabul Modeli çerçevesinde hazırlanan online anketlerden elde edilen veriler, istatistiki olarak analiz edilmiştir. Öğrenciler ve öğretim elemanlarından oluşan örneklem grupları ayrı ayrı değerlendirilmiştir. Yapılan analiz sonuçlarına göre model bünyesinde araştırılan tüm hipotezler kabul edilmiştir. Teknoloji Kabul Modeli değişkenleri yanında algılanan haz faktörünün, Google Classroom kullanımında etkisinin anlamlı ve pozitif olduğu belirlenmiştir

Keywords

• DİJİTALLEŞME
• GOOGLE CLASSROOM
• UZAKTAN EĞİTİM
• TEKNOLOJİ KABUL MODELİ

Determining the Adoption Level of Google Classroom Application: Sample of Yozgat Bozok University (YOBU) During Covid-19

Abstract

In this study, the adoption level of Google Classroom, which is an important digital application, is investigated in today’s world, where the effectiveness of digitalization is increasing in every field. The level of adoption by the users of this technology, which plays an active role in transferring various activities such as education, meeting and conferences to digital, becomes important. In the research, it is tried to determine the perceptions of Yozgat Bozok University students and lecturers towards Google Classroom, which has started to be used as one of the natural consequences of the necessity of distance education due to the pandemic. In the research, quantitative research method and online survey technique was used as data collection tool. The data obtained from the online surveys developed for this purpose and prepared within the framework of the Technology Acceptance Model were analyzed statistically by SPSS 20.0. Regression analysis was conducted to reveal the effects of independent variables in the model on dependent variables. The sample groups consisting of students and academic staff were evaluated separately. According to the analysis results, all hypotheses investigated within the model were accepted. In addition to Technology Acceptance Model variables, the effect of perceived pleasure factor on Google Classroom activity was found to be significant and positive. It has been determined among the results that features of Google Classroom such as accessibility, effective feedback and user-friendly interface significantly and positively affect perceived ease of use and pleasure. In addition, it was observed that perceived ease of use in the student sample and perceived pleasure variables in the sample of academic staff were the strongest variables affecting perceived usefulness. It is recommended to measure the adoption level of digital technologies in different areas and to conduct studies on the differences in evaluation in terms of various demographic factors.

Keywords

• Digitalization
• Google Classroom
• Technology Acceptance Model
• Distance Education

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