Enhancing online education: A model for establishing an effective learning space with Google Workspace tools

Enhancing online education: A model for establishing an effective learning space with Google Workspace tools

Pham Ngoc Son* pnson@hnmu.edu.vn Hanoi Metropolitan University (Vietnam)
Nguyen Thanh Huyen nthuyen@hnmu.edu.vn Hanoi Metropolitan University (Vietnam)
Summary: 
Due to the impact of the COVID-19 pandemic, online education has emerged as a popular teaching method, supported by advancements in technology and communication. The development of computer technology and the widespread availability of internet connections have facilitated the transition from traditional classrooms to online platforms. However, both educational institutions and learners have encountered numerous challenges in the process of online education. Schools struggle to determine suitable technological setups, and collaboration among administrators, teachers, and students has proven ineffective. Therefore, it is crucial to conduct research to identify an appropriate model for educational institutions. This study involves the participation of 12 instructors and 360 students from a university of pedagogy in Hanoi, with the objective of proposing a suitable online teaching tool and defining the roles of the participants. The research results suggest a model of an online learning space that utilizes Google Workspace tools, enabling the learning and working community to engage in online activities within a large, centrally managed environment. This teaching model offers easier access, a user-friendly experience, effectiveness, and simplicity in management and instruction for online education.
Keywords: 
Online teaching
online learning
e-learn space
Google Workspace
learning management
university.
Refers: 

[1] Akcil, U., Uzunboylu, H., & Kinik, E. (2021). Integration of Technology to Learning-Teaching Processes and Google Workspace Tools: A Literature Review. Sustainability, 13(9), 5018. https://doi.org/10.3390/ su13095018

[2] Anderson, L., Fyvie, B., Koritko, B., McCarthy, K., Murillo Paz, S., Rizzuto, M., Tremblay, R., & Sawyers, U. (2006). Best Practices in Synchronous Conferencing Moderation. The International Review of Research in Open and Distributed Learning, 7(1). https://doi. org/10.19173/irrodl.v7i1.308

[3] Anemona, H. (2020, April 15). After Coronavirus, Colleges Worry: Will Students Come Back? Retrieved from https://www.nytimes.com/2020/04/15/us/ coronavirus-colleges-universities-admissions. html?smtyp=cur&smid=tw-nytimesbusiness

[4] Bloomberg News. (2021, March 16). Remote work listings in the U.S. doubled in a year, job site finds. Bloomberg News. Retrieved from https://www.bloomberg.com/ news/articles/2021-03-16/remote-work-listings-in-us-doubled-in-year-job-site-finds#xj4y7vzkg

[5] Davis, N., Roblyer, M. D. (Peggy), Charania, A., Ferdig, R., Harms, C., Compton, L. K. L., & Cho, M. O. (2007). Illustrating the “virtual” in virtual schooling: Challenges and strategies for creating real tools to prepare virtual teachers. The Internet and Higher Education, 10(1), 27–39. https://doi.org/10.1016/j. iheduc.2006.11.001

[6] De Gara, C. & B. R. (2006). Using Elluminate as a Simple Solution for Telehealth Initiatives for Continuing Medical Education. In T. Reeves & S. Yamashita (Ed.), Proceedings of E-Learn 2006--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 476–480). Association for the Advancement of Computing in Education (AACE).

[7] Frith, J. (2021). Introduction to Business and Technical Communication and COVID-19: Communicating in Times of Crisis. Journal of Business and Technical Communication, 35(1), 1–6. https://doi. org/10.1177/1050651920959208

[8] Hafid, H., & Barnoto, B. (2022). Manajemen Pembelajaran Kelas Digital Berbasis Google Workspace for Education. Kharisma: Jurnal Administrasi Dan Manajemen Pendidikan, 1(1), 48-58.

[9] Hill, J. R., Wiley, D., Nelson, L. M., & Han, S. (2013). Exploring research on Internet-based learning: From infrastructure to interactions. In Handbook of research on educational communications and technology (pp. 437–464). Routledge

[10] Irani, N. K. C. P. (2022). Pemanfaatan Google Workspace For Education Bagi Guru Dalam Pembelajaran. Metta: Jurnal Ilmu Multidisiplin, 2(3), 160-174. https://doi. org/10.37329/metta.v2i3.1795

[11] Khair, S. M. A. S. A., Mohd, T., & Rahim, P. R. M. A. (2022). Exploring Architecture Student’s Behaviour in Using Google Workspace for Design Studio Learning During COVID-19 Pandemic. International Journal of Academic Research in Progressive Education and Development. https://doi.org/10.6007/ijarped/ v11-i3/14807

[12] Lanzon, R. C. (2022). Frequency Level and Problems encountered by the IBED Faculty in Utilizing the Google Workspace for Education. JPAIR Institutional Research, 18(1), 47–62. https://doi.org/10.7719/irj. v18i1.827

[13] Le, H. N., Huynh, T. L. K. H., Le, T. L. P., Lam, T. C. T., Cao, T. H., & Nguyen, V. D. (2021). Assessment of Lecturers and Students on the Quality of Software and the Effectiveness of Online Teaching and Learning During the COVID-19 Pandemic at the School of Traditional Medicine, University of Medicine and Pharmacy, Ho Chi Minh City. Journal of Science, 18(2). https://doi.org/10.54607/hcmue. js.18.2.2679(2021)

[14] Lieser, P., Taff, S. D., & Murphy-Haga, A. (2018). The webinar integration tool: A framework for promoting active learning in blended environments. Journal of Interactive Media in Education, 2018(1). https://doi. org/10.5334/jime.453

[15] Ma, W. W., Andersson, R., & Streith, K.-O. (2005). Examining user acceptance of computer technology: an empirical study of student teachers. Journal of Computer Assisted Learning, 21(6), 387–395. https:// doi.org/10.1111/j.1365-2729.2005.00145.x

[16] Maanvizhi, S., Jaiswal, J. N., Narayanan, R. R., & Rohit Jain, R. (2020). A Review on Virtual Classroom. Indian Journal of Pharmaceutical Education and Research, 54(3s), s433–s437. https://doi.org/10.5530/ ijper.54.3s.141

[17] Malikah, S., Fauziati, E., & Maryadi, M. (2022). Perspektif Connectivisme terhadap Pembelajaran Daring Berbasis Google Workspace For Education. Edukatif : Jurnal Ilmu Pendidikan, 4(2). https://doi. org/10.31004/edukatif.v4i2.2355

[18] Mansyur, U., Akidah, I., & Sulaiman, R. (2022). Problems of Online Learning According to Students during the Covid-19 Pandemic. AL-ISHLAH: Jurnal Pendidikan, 14(4), 5079–5088. https://doi.org/10.35445/alishlah. v14i4.1998

[19] Marshall, C. (1985). Appropriate criteria of trustworthiness and goodness for qualitative research on education organizations. Quality and Quantity, 19(4), 353–373. https://doi.org/10.1007/BF00146613

[20] Martín-Herrera, I., Micaletto-Belda, J. P., & Polo Serrano, D. (2021). Google Workspace as a b-learning platform. Analysis of the Perceptions of the Degrees in Communication. Apertura, 13(2), 106–123. https:// doi.org/10.32870/Ap.v13n2.2029

[21] Meyer, K. A. (2019). Face-to-face versus threaded discussions: the role of time and higher-order thinking. Online Learning, 7(3). https://doi.org/10.24059/olj. v7i3.1845

[22] Moorhouse, B. L. (2020). Adaptations to a face-to-face initial teacher education course ‘forced’ online due to the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 609–611. https://doi.org/10.1080/02 607476.2020.1755205

[23] Mubarokah, L., & Sahra, R. A. (2021). The Difficulties of Using Online Platforms as a Teaching Media for Students. Conference on English Language Teaching, 1, 296–308. https://doi.org/10.24090/celti.v1.26

[24] Nifriza, I. (2022). English Teachers’ Online Teaching Difficulties at Senior High School 1 Payakumbuh Districts. LITERATUR: Jurnal Bahasa, Sastra Dan https://doi.org/10.15625/2615 - 8965/22310206 80 VIETNAM JOURNAL OF EDUCATIONAL SCIENCES Pengajaran, 2(2), 79–92. https://doi.org/10.31539/ literatur.v2i2.3978

[25] Paquette, G. (2002). Designing Virtual Learning Centers. In Handbook on Information Technologies for Education and Training (pp. 249–271). Springer Berlin Heidelberg. https://doi.org/10.1007/978-3- 662-07682-8_16

[26] Pascal, M., & Huay, L. W. (2007). Systematic Planning for ICT Integration in Topic Learning. Journal of Educational Technology and Society, 10(1), 148–156. http://www.ifets.info/

[27] Pham, N. T., Do, Q. H., & Tran, M. T. (2021). Factors Affecting Online Teachers ’ Satisfaction Amid the Covid-19 Pandemic. VNU Journal of Science: Education Research, 37(1).

[28] Pham, T. T. H., & Pham, T. T. H. (2021). Assess the individual challenges of teaching and learning mathematics online at the university level. Ho Chi Minh City Open University Journal of Science - Social Sciences, 16(1), 65–71. https://doi.org/10.46223/ hcmcoujs.soci.vi.16.1.1425.2021

[29] Salih, M. M. (2021). A Comparative Study Between Google Workspace and Microsoft Office 365 Productivity Services in Iraqi Educational Institutions. International Journal of Humanities and Educational Research, 03(05), 123–135. https://doi. org/10.47832/2757-5403.5-3.11

[30] Schipor, M.-D., & Duca, D.-S. (2021). On-site vs Online Teaching: Challenges and Coping Strategies. Revista Romaneasca Pentru Educatie Multidimensionala, 13(1Sup1). https://doi.org/10.18662/ rrem/13.1Sup1/388

[31] Serrano, D. P., Martín-Herrera, I., & Belda, J. P. M. (2021). Google Workspace as a B-Learning Platform. Analysis of the Perceptions of the Degrees in Communication. Apertura (Guadalajara, Jal.), 13(2), 106-123. https:// doi.org/10.32870/ap.v13n2.2029

[32] Shiue, Y.-M. (2007). Investigating the Sources of Teachers’ Instructional Technology Use Through the Decomposed Theory of Planned Behavior. Journal of Educational Computing Research, 36(4), 425–453. https://doi.org/10.2190/A407-22RR-50X6-2830

[33] Song, L., Singleton, E. S., Hill, J. R., & Koh, M. H. (2004). Improving online learning: Student perceptions of useful and challenging characteristics. The Internet and Higher Education, 7(1), 59–70. https://doi. org/10.1016/j.iheduc.2003.11.003

[34] Sutiah, S., Slamet, S., Shafqat, A., & Supriyono, S. (2020). Implementation of distance learning during the covid-19 pandemic in faculty of education and teacher training. Cypriot Journal of Educational Sciences, 15(5), 1204–1214. https://doi.org/10.18844/cjes. v15i5.5151

[35] Teo, T. (2009). Modelling technology acceptance in education: A study of pre-service teachers. Computers & Education, 52(2), 302–312. https://doi. org/10.1016/j.compedu.2008.08.006

[36] Thuan, P. D. (2022). Employment of Google Tools in English Language Education: A Review. British Journal of Multidisciplinary and Advanced Studies, 3(2), 70-77. https://doi.org/10.37745/bjmas.2022.0073

[37] Turoff, M., & Hiltz, S. R. (1995). Software Design and the Future of the Virtual Classroom ®. Journal of Information Technology for Teacher Education, 4(2), 197–215. https://doi.org/10.1080/0962029950040207

[38] Velazquez, C. M. (2007). Testing Predictive Models of Technology Integration in Mexico and the United States. Computers in the Schools, 24(3–4), 153–173. https://doi.org/10.1300/J025v24n03_11

[39] Wang, S.-K., & Hsu, H.-Y. (2008). Use of the Webinar Tool (Elluminate) to Support Training: The Effects of Webinar-Learning Implementation from StudentTrainers’ Perspective. Journal of Interactive Online Learning Www.Ncolr.Org/Jiol, 7(3). www.ncolr.org/ jiol

[40] Webb, A., McQuaid, R. W., & Webster, C. W. R. (2021). Moving learning online and the COVID-19 pandemic: a university response. World Journal of Science, Technology and Sustainable Development, 18(1), 1–19. https://doi.org/10.1108/wjstsd-11-2020-0090

[41] Yurtseven, A. Z., O’Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160–177. https:// doi.org/10.1111/jcal.12394

Articles in Issue