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The Use of Google Classroom to Support the Learning Process: Assessing Graduate Student Skills and Perceptions

The Use of Google Classroom to Support the Learning Process: Assessing Graduate Student Skills and Perceptions

Zuhrieh Shana, Tareq Mohamad Alyatim, Mohammad Alkhazaleh, Nahla Alshalabi
Copyright: © 2021 |Volume: 16 |Issue: 5 |Pages: 22
ISSN: 1548-1093|EISSN: 1548-1107|EISBN13: 9781799867418|DOI: 10.4018/IJWLTT.20210901.oa10
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MLA

Shana, Zuhrieh, et al. "The Use of Google Classroom to Support the Learning Process: Assessing Graduate Student Skills and Perceptions." IJWLTT vol.16, no.5 2021: pp.171-192. http://doi.org/10.4018/IJWLTT.20210901.oa10

APA

Shana, Z., Alyatim, T. M., Alkhazaleh, M., & Alshalabi, N. (2021). The Use of Google Classroom to Support the Learning Process: Assessing Graduate Student Skills and Perceptions. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 16(5), 171-192. http://doi.org/10.4018/IJWLTT.20210901.oa10

Chicago

Shana, Zuhrieh, et al. "The Use of Google Classroom to Support the Learning Process: Assessing Graduate Student Skills and Perceptions," International Journal of Web-Based Learning and Teaching Technologies (IJWLTT) 16, no.5: 171-192. http://doi.org/10.4018/IJWLTT.20210901.oa10

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Abstract

The purpose of this study is to assess the students' skills in creating virtual classrooms using the Google Classroom (GC) application through a 30 item questionnaire. In addition, the study used a Likert scale and an interview to explore students' perceptions towards GC. The sample consisted of 26 Master's students in the College of Education at Al Ain University in UAE. Data was generated from analyzing the questionnaire, and the Likert scale and the interview were used to answer the research questions. The results revealed that the degree of Master's students' skills in creating virtual classrooms was weak, and there are no statistically significant differences between students' skills based on gender and specialization. The results also showed that the perception of the GC was positive, and the majority of participants assured that GC is easy to create and use. They also expressed interest to learn more about GC through training. The findings from this study could be utilized by College of Education faculty members, students, administrators, and policymakers.