Google Classroom as a Tool for Effective Teaching, Learning and Information Delivery Systems

Authors

  • Abhay Khamborkar
  • Ramdas Lihitkar

DOI:

https://doi.org/10.37591/joals.v6i1.1809

Abstract

 

Active teaching and learning activities is one of the important aspect in higher education. Technology has gained immense importance in all stages of education but faculties have not been able to find out which of the many available technological tools useful for their classroom activities. On the other hand, Students should able to see concept dealt in action and relate theory more closely to reality. However, the students’ reaction is often negative and this may reflect a student perception that there is lack of clear purpose. The main objective of this study is to assess faculties and students view about the effectiveness of Google Classroom’s active learning activities. The study is carried out through a qualitative research design. A set of questionnaire has been distributed to a sample of 20 faculties and 150 students who are using Google classroom. Out of these 11   questionnaires from faculties and 100   questionnaires from students were returned. The faculties and Students who are using Google Classroom for at least one semester in their classroom are selected in the sample of the study. Various statistical tools such as descriptive statistics and cronabachalfais used for analysis. The results prove that majority of the faculties and students satisfy with the Google Classroom’s tool. Analysis also revealed that teachers use Google classroom tools for information delivery which may not have significant impact on teaching methodologies. Further studies can be conducted by taking the students’ perspective into account.

 

Keywords:Google, Google Apps, Google Drive, Google Sites, Google Classroom, Web 2.0 Tools,TLMS, Information Delivery, 

Cite this Article

Abhay Khamborkar, Ramdas Lihitkar. Google Classroom As A Tool For Effective Teaching, Learning And Information Delivery Systems. Journal of Advancements in Library Sciences. 2019; 6(Special Issue 1): 400s–405s.


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Published

2019-03-05

Issue

Vol. 6 No. 1 (2019): Special Issue

Section

Research Article

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