The use of Learning Management System (LMS) has changed the distance education delivery. Even the traditional face-to-face education mode is now adopting the LMS as a mediating technology between instructors and leaners. Google Classroom, an LMS launched in 2014, has gained in popularity over recent...
The use of Learning Management System (LMS) has changed the distance education delivery. Even the traditional face-to-face education mode is now adopting the LMS as a mediating technology between instructors and leaners. Google Classroom, an LMS launched in 2014, has gained in popularity over recent years. Google Classroom platform now attracts more and more educators around the world in this pandemic era, giving a new impetus to digital learning. It is estimated more than 100 million people are using Google Classroom now. Google Classroom is a lightweight LMS which offers a variety of productivity tools, such as Docs, Sheets, and Slides. What Google Classroom aims to provide is a way to package these apps together and make it easier for teachers and students to use them in the one-stop-shop.
The purpose of this study was to examine the effects of Google Classroom in English classes on maladjusted high school students’ key competencies. This study sought to answer these two questions: 1) how much influence Google Classroom had on students’ key competencies and 2) what kind of experiences maladjusted high school students had in the process of developing their key competencies. Methodologically, this study adopted a mixed-method design by collecting both quantitative and qualitative data. Both forms of data are analysed and integrated to draw a conclusion. This provided a better understanding of the research problem than either of each alone.
To unravel the research questions, 30 Google Classroom-based activities were deliberately designed and applied to maladjusted high school students’ English classes for a year. This research was done in the alternative school where students who haven’t been successful in regular schools attend. Most of them have behavioral issues, learning disabilities, or emotional disorder. Participants’ attendance was not stable and some of the participants were excluded at the end. Only 20 students’ responses were employed for this research.
Experiment participants’ responses on the key competencies test were analysed via SPSS Statistics 24 and the interview scripts were carefully coded. Findings of this research have revealed that Google Classroom-based English classes have a fairly positive impact on maladjusted high school students’ six key competencies, including self-management, digital literacy, creativity, aesthetic sensitivity, communication, and social competency. Among these six, students have clearly shown a significant improvement in self-management and communication skills.
In addition, students were highly motivated and have shown active participation by using digital tools during the class. Participants were quite satisfied with their own ability to connect their learning experience in Google Classroom with the real-life competencies which are the main goal of 2015 revised national curriculum. As shown above, it is well proven that English classes using Google Classroom are very helpful for maladjusted high school students to develop their key competencies.
This study finally provided recommendations based on the findings that BYOD(Bring Your Own Device) policy should be mandatory at school to make the best use of Google classroom. Without a personal digital device such as a laptop or a chrome book, it would be hard for students to take part in the digital classes. The Ministry of Education temporarily lends a laptop to those who don’t have it at home during COVID-19. However, it cannot be an ultimate solution to this problem. The government needs to financially support schools or students to have a digital device for educational purposes. We can benefit from Google Classroom to develop students’ key competencies only when the schools are well equipped with a digital learning environment.
Keywords: 2015 revised national curriculum, Key competency, School maladjustment, LMS, Google Classroom
The use of Learning Management System (LMS) has changed the distance education delivery. Even the traditional face-to-face education mode is now adopting the LMS as a mediating technology between instructors and leaners. Google Classroom, an LMS launched in 2014, has gained in popularity over recent years. Google Classroom platform now attracts more and more educators around the world in this pandemic era, giving a new impetus to digital learning. It is estimated more than 100 million people are using Google Classroom now. Google Classroom is a lightweight LMS which offers a variety of productivity tools, such as Docs, Sheets, and Slides. What Google Classroom aims to provide is a way to package these apps together and make it easier for teachers and students to use them in the one-stop-shop.
The purpose of this study was to examine the effects of Google Classroom in English classes on maladjusted high school students’ key competencies. This study sought to answer these two questions: 1) how much influence Google Classroom had on students’ key competencies and 2) what kind of experiences maladjusted high school students had in the process of developing their key competencies. Methodologically, this study adopted a mixed-method design by collecting both quantitative and qualitative data. Both forms of data are analysed and integrated to draw a conclusion. This provided a better understanding of the research problem than either of each alone.
To unravel the research questions, 30 Google Classroom-based activities were deliberately designed and applied to maladjusted high school students’ English classes for a year. This research was done in the alternative school where students who haven’t been successful in regular schools attend. Most of them have behavioral issues, learning disabilities, or emotional disorder. Participants’ attendance was not stable and some of the participants were excluded at the end. Only 20 students’ responses were employed for this research.
Experiment participants’ responses on the key competencies test were analysed via SPSS Statistics 24 and the interview scripts were carefully coded. Findings of this research have revealed that Google Classroom-based English classes have a fairly positive impact on maladjusted high school students’ six key competencies, including self-management, digital literacy, creativity, aesthetic sensitivity, communication, and social competency. Among these six, students have clearly shown a significant improvement in self-management and communication skills.
In addition, students were highly motivated and have shown active participation by using digital tools during the class. Participants were quite satisfied with their own ability to connect their learning experience in Google Classroom with the real-life competencies which are the main goal of 2015 revised national curriculum. As shown above, it is well proven that English classes using Google Classroom are very helpful for maladjusted high school students to develop their key competencies.
This study finally provided recommendations based on the findings that BYOD(Bring Your Own Device) policy should be mandatory at school to make the best use of Google classroom. Without a personal digital device such as a laptop or a chrome book, it would be hard for students to take part in the digital classes. The Ministry of Education temporarily lends a laptop to those who don’t have it at home during COVID-19. However, it cannot be an ultimate solution to this problem. The government needs to financially support schools or students to have a digital device for educational purposes. We can benefit from Google Classroom to develop students’ key competencies only when the schools are well equipped with a digital learning environment.
Keywords: 2015 revised national curriculum, Key competency, School maladjustment, LMS, Google Classroom
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