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To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level

• Published: 01 August 2020
• Volume 26 , pages 843–857, ( 2021 )

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• Adit Gupta   ORCID: orcid.org/0000-0003-0018-608X 1 &
• Pooja Pathania 1  

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The purpose of this study was to assess the impact of Google Classroom Platform of learning at the teacher education level. Web-Based Learning Environment Inventory (WEBLEI) (Chang and Fisher 1998 , 2003 ) and Google Classroom Evaluation Survey was used in this study. The sample of 60 students consisting of both males and females was collected from one college of education in Jammu city, where teaching-learning process was being conducted using the Google Classroom setup. Data analysis revealed that students could access the learning activities easily, they could communicate with other students in their subject electronically, they could decide when they wanted to learn, and they could work at their own pace. Results also showed that the students could regularly access online resources and they had the autonomy to ask their tutor what they did not understand. Students experienced a sense of satisfaction and achievement and they felt at ease in working collaboratively with other students. The students were also happy to print lectures and exercise materials from resources uploaded by their teachers. Responses to the Google Classroom Evaluation survey showed that the teachers were able to give better individual attention and students developed a group feeling in such a classroom setup. Students also felt that learning through the Google classroom was not boring and it was not a waste of time. They found it to be an effective medium of studying.

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The data and material for the said research is available with the office of our department. The scholar has provided the data with the college which has been collected as part of the Masters Dissertation.

Abbreviations

Web Based Learning Environment Inventory.

World Wide Web.

Mobile Enhanced Learning Environment Inventory.

Technology Rich Outcomes Focussed Learning Environment Inventory.

Masters in Education.

Master of Arts.

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Acknowledgements

The authors wish to acknowledge the MIER College of Education for providing the facilities to the scholar for conducting this research.

The funding has been done by the Authors from their own funds and no support has been provided by any external agency.

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Adit Gupta & Pooja Pathania

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Gupta, A., Pathania, P. To study the impact of Google Classroom as a platform of learning and collaboration at the teacher education level. Educ Inf Technol 26 , 843–857 (2021). https://doi.org/10.1007/s10639-020-10294-1

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Received : 21 June 2020

Accepted : 27 July 2020

Published : 01 August 2020

Issue Date : January 2021

DOI : https://doi.org/10.1007/s10639-020-10294-1

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• v.13(7); 2021 Jul

Effectiveness of Integrated Google Classroom, Reciprocal Peer Teaching and Flipped Classroom on Learning Outcomes of Research Methodology: A Natural Experiment

Meenakshi khapre.

1 Community and Family Medicine, All India Institute of Medical Sciences, Rishikesh, Rishikesh, IND

Smita Sinha

Pawna kaushal.

To maintain physical distancing for reducing the spread of COVID-19, online learning appears to be a viable option to carry on teaching and learning.

The aim of study was to assess the effectiveness of integrated flipped classroom and reciprocal peer teaching (RPT) using Google Classroom as a learning management system (LMS) for teaching and learning, a module of Research Methodology. We also aimed to assess learner’s satisfaction.

An educational interventional study was conducted with 17 students enrolled in the Master of Public Health course, All India Institute of Medical Sciences, Rishikesh, for one month. As per protocol development and integration were conducted and validated pre- and post-tests were held for assessment of knowledge and skill component. Class normalized learning gain was used as objective measure for improvement in knowledge and skill. Students' feedback was collected using a structured questionnaire at the end of module.

Mean test scores of knowledge and skill, improved significantly from 26.4 (11.95) to 33.64 (6.63) and 17.88 (5.7) to 62.76 (18.18) respectively. Class average normalized gain for knowledge and skill was 30.28% and 55.67, respectively. Students agreed that online learning imparted good understanding, at comfortable pace, opportunity for interaction. Students felt poor network affected their learning.

The study concluded that flipped classroom and RPT integrated with Google Classroom is an effective intervention.

Introduction

The emergence of the coronavirus disease in 2019 (COVID-19) and the subsequent pandemic have disrupted education worldwide. Classroom teaching has been suspended to maintain physical distancing and reduce the risk of COVID-19 transmission. In the current situation, online learning appears to be a viable option for teaching and learning. At present, the education system is relying heavily on technology, mainly driven by electronic learning (e-learning) [ 1 ]. E-learning, or online learning, provides us with the technology to deliver, support, and enhance teaching/learning and establish communication between learners and teachers [ 2 ].

Online learning platforms allow learners to control the content, pace, and environment of learning. Apart from functioning as a repository of e-learning resources, a learning management system (LMS) can track students’ performance and be used for small group teaching [ 3 ]. Google Classroom is an open-source LMS. Teachers can effectively create and collect assignments online, as Google Classroom weaves together Google Docs, Drive, and Gmail and automatically creates Drive folders for each assignment and student [ 4 ].

In a study conducted by Dash in 2019, students reported that Google Classroom provides better access to learning material and supplementary learning resources, immediate feedback, and learning outside of the class environment than traditional lectures [ 3 ]. It can also give the students "easier and more effective access to a wider variety and greater quantity of information" with the help of a flipped-classroom approach [ 5 , 6 ]. Further, in the current study, the reciprocal peer teaching (RPT) approach is used, a form of collaborative learning where students of the same academic year switch their role as tutor/tutee. A systematic review confirmed that RPT improves the engagement, enthusiasm, and interest of learners if it is well planned and supported by faculty [ 7 ].

Research Methodology (RM) is a core module for the Master of Public Health (MPH) degree. Considering the problem of limited access to a high-speed network for many MPH students living in remote areas, Google Classroom was chosen as an LMS for teaching and learning the RM module. The educational goals of medical education technology are to facilitate basic knowledge acquisition, improve decision-making and team coordination, improve skills, and enhance learning satisfaction [ 8 ]. Keeping these goals in mind, the objectives for the present study were to assess the effectiveness of the integration of Google Classroom, the flipped classroom model, and RPT in terms of the average learning gain in knowledge and skill components related to RM. We also assessed the learner’s satisfaction with this integrated teaching-learning (T-L) method. 

Materials and methods

This educational interventional study was carried out at All India Institute of Medical Sciences, Rishikesh, among MPH students. Realizing the urgent need to shift the T-L process to virtual mode from physical classroom mode, we explored feasible available technologies for carrying out class in virtual mode. We intentionally selected Google Classroom. Before starting the online course, an orientation class was conducted to familiarize the students and other faculty members with this platform. To make learning synchronous, a two-hour T-L session was conducted five days a week with a judicious mix of narrated slideshows, learning material, quizzes, and a discussion board. Standards of procedure (SOP) were laid down for online classes using the flipped classroom and RPT approach via Google Classroom (Figure ​ (Figure1 1 ).

SOP: standard operating procedure; MCQ: multiple choice question

The RM module was mainly assignment-based and progressed gradually from basic introduction of RM and formulation of research questions to full protocol development. A daily assignment was posted on the assignment page of Google Classroom by a student, and this assignment was visible to all in the form of a shared Google Docs file. Each student had to give constructive feedback on at least two students’ work to qualify for daily attendance. Discussion boards in Google Classroom were used to maintain interaction among students. Pre- and post-module tests for the knowledge component were administered using Google Forms. The tests included 50 multiple-choice questions (MCQs; 20% recall and 80% analytical type). For the skill component, students were asked to create a protocol before and after the module completion. We (authors MK and SS) were blinded to the timing of the protocols and graded them anonymously. Grading was done using the attached proforma in the appendix, and the maximum achievable mark was 100.

After the module, students’ feedback via Google Forms was gathered using a structured questionnaire containing eight positively stemmed items scored on a Likert scale, two dichotomous yes/no questions, and two open-ended questions. On the 5-point Likert scale, 5 meant students strongly agreed and 1 meant they strongly disagreed with the statement given in the feedback form.

Statistical analysis

Data were entered in Microsoft Excel 2012 and double-checked for errors. The Wilcoxon signed-rank test was used for differences in the pre- and post-test scores of the knowledge and skill components.

Individual actual gains, Gi (Gi = post-test score − pre-test score), were calculated for all students, and absolute gain was calculated using the following formula: ∆ = average Gi/maximum score achievable.

The relative gain, expressed as a percentage, was calculated as follows:

C = average Gi/pre-test score

A class-average normalized gain (g) of 30% was taken to define the minimum value at which educational intervention could be regarded as effective [ 9 , 10 ], with Normalized gi defined as the average actual gain divided by the maximum possible gain; gi was calculated as:

Normalized gi= [post-test % − pre-test %]/[100 − pre-test %]

The class-average normalized gain (g) was calculated by adding individual single-student normalized gains (gi) and dividing by the total number of students. However, there was a possibility that the post-test score could be lower than the pre-test score (i.e., negative gain); in that case, the negative gain was replaced by zero. Students with this result were not accounted for in the denominator for the calculation of average gain.

Ethical considerations

Ethical approval was obtained from the Institutional Ethical Committee of the All India Institute of Medical Sciences, Rishikesh, India.

Seventeen students in their first and second semesters of the MPH degree participated in online classes to complete the RM module through Google Classroom. All 17 students took both the pre-test and the post-test. Fourteen of these students were women, and three were men.

The mean test scores for knowledge improved significantly, increasing from 26.4 (11.95) to 33.64 (6.63; p = 0.003). Absolute gain and relative gain for knowledge were 14.47% and 27.39%, respectively. The individual average normalized gain was 23.58%. Two students had negative gains for the knowledge component, so the average normalized gain was calculated as 30.28% (n = 15). Mean test scores for skill improved significantly, increasing from 17.88 (5.7) to 62.76 (18.18; p = 0.000). The absolute and relative gains were 44.88% and 250.95%, respectively. None of the students had negative gain; therefore, the class-average normalized gain was 55.67% (n = 17) (Table ​ (Table1 1 ).

Assessment of online learning (knowledge) was done by comparing pre- and post-test scores. These plots showed improvement (positive slopes), no change (horizontal lines), or deterioration (negative slopes) at the end of the course. Out of 17 students, 15 students (88.23%) showed improvement in the post-test scores compared with the pre-test scores. For online learning (skill), pre- and post-test score plots showed improvement (positive slopes), no change (horizontal lines), or deterioration (negative slopes). All the students showed improvement in practical post-test scores when compared to pre-test scores (Figure ​ (Figure2 2 ).

Figure ​ Figure3 3 presents distributions of the feedback module through the Google Classroom platform. Most students agreed with the comfortable pace of learning (11), the ready availability of instructor (15), consistency with learning objectives (LOs) (14), good understanding (13), relevance to LOs (13), and adequacy of material covered (13). Only 10 students agreed that the quality of presentations was excellent, and the rest were neutral on this point. None of the students disagreed with any of the selected criteria for satisfaction.

More than half the students (10) stated that they attended the module at a comfortable and well-timed pace. Almost all the students said that the course had nicely narrated presentations and interactive discussions in the presence of a moderator. Nine students said quality material was provided in the form of documents and videos. All students said that quizzes were an exciting part of the course. Nine students reported network and electricity issues that affected performance in exams. More than one-third of students (7) were not satisfied with RM skills (Table ​ (Table2 2 ).

* reported by more than 30% of students

RM: Research Methodology

The present study is the first of its kind in public health education because it has integrated different teaching styles, including the flipped model and RPT using Google Classroom as an LMS, to give an enhanced experience to students undergoing RM module training. We tried to make learning synchronous using discussion boards so that interactivity is maintained and issues solved in real time.

The present study showed the effectiveness of incorporating flipped classroom teaching and RPT in Google Classroom to improve knowledge and skill outcomes in RM for public health specialists. The average learning gains were 30% and 55% in knowledge and skill, respectively. Three students (3/17) had a negative gain in the knowledge component, which was due to technical issues. The feedback from students also pointed to good understanding, consistency, and relevancy of the module, as well as space for learning delivered via the virtual classroom. This finding is similar to that of a study by Dash, who reported that Google Classroom is a better tool for sharing learning resource material and examining students’ progress [ 3 ]. Students appreciated the opportunity for interaction through the discussion board and felt a sense of responsibility toward learning, as also reported by Dash [ 3 ]. A recent systematic review in medicine, nursing, and pharmaceutical education showed that flipped classrooms are as effective as lectures [ 11 - 13 ]. Ramadhani et al. found that the average mathematics learning outcomes of students taught using flipped problem-based learning with the help of Google Classroom were better than those taught using conventional learning methods. Moreover, a significant increase in learning was observed compared with conventional instruction [ 14 ].

Learning by teaching is an age-old concept. Incorporating the element of teaching in learning improves learning outcomes. Peer teaching has been used in higher education, including medical education. In this study, we found that the RPT approach maintained student enthusiasm in learning and improved the presentation quality. The present study findings were consistent with a systematic review on RPT reporting that it enhances understanding and retention of the topic, improves course grades, inculcates self-directed learning, and improves knowledge and skills [ 7 ]. Kassab et al. compared student-led seminars (SLSs) with faculty-led seminars and found that the tutorial atmosphere, decision making, and supportive feedback from group leaders were better in SLSs. In the present study, students reported that the discussion was open and the environment was friendly [ 15 ]. However, some authors have suggested that although RPT is effective, it provides an unreliable quality of teaching from peers; thus, they emphasized the need for special training before the RPT approach [ 16 , 17 ]. In this study, RPT was closely supported by a faculty member, as evident in feedback from students (58% opined that moderators were always available) and good-quality narrated presentations by students. Interestingly, higher attendance (100%) was reported in virtual classrooms, which was similar to the finding reported by Kogan et al. [ 17 ] 

Technology-related challenges were the most common challenges faced in the virtual mode of learning. Despite trying to maintain interaction through the discussion board, 13 students out of 17 felt isolated. The module was mainly assignment-based, but students felt it was more theoretical. Students felt that a few complex topics could be more effectively learned through face-to-face interaction. In addition, students perceived that typing on the discussion board hindered learning, and the integrated audio option could have saved time; this option could be more useful if used in future programs.

The study has limitations in terms of sample size because we could include only 17 students. It was a natural experiment, and the students enrolled in this study were the students who took the RM course during the study period. Although we tried to make the module enjoyable, and it was assignment-based, some students failed to participate actively in the course.

Conclusions

We conclude that integrating a flipped classroom and RPT using Google Classroom effectively improved the knowledge and skill of students learning RM. It is feasible to integrate different teaching styles through the virtual mode. Students were satisfied with their learning outcomes, and acceptance was high because the approach provided them with a flexible environment. We recommend virtual instruction should be supplemented with weekly face-to-face interaction in the future. Effective learning through a virtual classroom, depends on student readiness and motivation to learn, which should be assessed before imparting this integrated approach and tailored to learners’ style of learning. Network connectivity is a major issue; government should take the initiative to provide reliable network at a low cost to students. 

Proforma provided to the students

Name of student:

Protocol title:

Rubric grading for protocol (Table ​ (Table3 3 ):

PICOT: patient/problem, intervention, comparison, outcome, time; SMART: specific, measurable, achievable, relevant, time-bound

The content published in Cureus is the result of clinical experience and/or research by independent individuals or organizations. Cureus is not responsible for the scientific accuracy or reliability of data or conclusions published herein. All content published within Cureus is intended only for educational, research and reference purposes. Additionally, articles published within Cureus should not be deemed a suitable substitute for the advice of a qualified health care professional. Do not disregard or avoid professional medical advice due to content published within Cureus.

The authors have declared that no competing interests exist.

Human Ethics

Consent was obtained or waived by all participants in this study. Institutional Ethical Committee of All India Institute of Medical Sciences, Rishikesh issued approval AIIMS/IEC/20/577. It was a natural experiment; students who participated in this study had to complete this module compulsorily because it was part of their MPH curriculum. Feedback was collected anonymously. Ethical approval was obtained from the Institutional Ethical Committee of All India Institute of Medical Sciences, Rishikesh, India.

Animal Ethics

Animal subjects: All authors have confirmed that this study did not involve animal subjects or tissue.

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Vincent Van Gogh - ARTIST Research Project (Google Slides™)

Subject: Art and design

Age range: 7-11

Resource type: Lesson (complete)

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Artist Research Project - Google Slides, ready to be uploaded to Google Classroom! Students love to research and use their digital skills to learn about the famous artist Vincent Van Gogh.

** Students will research and learn:** Who is Vincent Van Gogh? When and where was he born? Where did Vincent Van Gogh grow up? Describe Van Gogh’s artistic style What are the key elements of his famous works? Showcase and Analyse some of Van Gogh’s most famous works. Critical Thinking… How do the bright colors and wiggly lines in Van Gogh’s paintings make you feel? Can you find a painting that you think shows a happy or sad feeling, and explain why you feel that way when you look at it? Look at one of Van Gogh’s famous paintings. What is the main thing you notice about the colors he used? Visual Art Activity: Create a Van Gogh-style artwork: Students create their own artwork inspired by Van Gogh’s style. Compare and Contrast… Students compare Van Gogh’s work with that of another impressionist artist. Multimedia Activity: Students use their digital skills to upload video clips where people discuss Van Gogh’s artwork and philosophy. They are also required to research and provide links to virtual tours of exhibitions featuring Van’ Gogh’s art.

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STUDENTS’ PERSPECTIVE OF USING GOOGLE CLASSROOM AS THE LEARNING MANAGEMENT SYSTEM FOR STUDENTS’ WRITING SKILL

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