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Indonesian students have low higher-order thinking skills (HOTS), so efforts are needed to improve these skills. This research aims to examine the effect of online learning with local wisdom context on students' HOTS. The online learning in question is a lecture using Zoom Cloud Meeting (ZCM), Google Meet (GM), and a combination of GM and learning management system (LMS) SPADA Universitas Mataram. This study took a sample of 77 5th-semester students who took the 2021/2022 Physics Curriculum Study course at Universitas Mataram, Indonesia. This quantitative research method uses a posttest-only group design. The student HOTS data were obtained based on the essay test after the treatment. The data analysis used to test the research hypothesis is one-way ANOVA with calculations using the SPSS 25 application. The research results showed that the class combining GM and SPADA UNRAM with local wisdom context significantly affects students' HOTS scores. The average score of HOTS with the lecture model is the highest compared to the other two classes. Thus, online lectures with local wisdom context using a combination of GM and SPADA UNRAM can be an effort to develop HOTS for prospective physics teacher students. [ABSTRACT FROM AUTHOR]

Due to the Covid-19 pandemic, online learning has decreased the comprehension of students' mathematical concepts.. It is very important to instill conceptual understanding in students, in order for them to think and solve problems correctly and appropriately. Students experience difficulties in learning and understanding mathematical concepts, especially when the material provides changes to different problems. This paper aims to find out how far the effectiveness of Google Meet learning is achieved with the help of the GeoGebra application to improve students' understanding of mathematical concepts. This study uses a quasi-experimental method with sampling using a simple random sampling technique. This research was conducted in one of the high schools in the city of Bandung with the selected sample being class XI MIA 5 as the experimental class, while XI MIA 3 as the conventional class. The instrument used was the Mathematics Preliminary Knowledge test, which is a test of the ability to understand mathematical concepts. This shows that there is an increase in the ability to understand students' mathematical concepts between the experimental class and the control class. Learning mathematics through Google Meet assisted by the GeoGebra application provides opportunities for students to be able to actively participate in mathematics learning activities through graphic visualization media. It also fosters interest, enthusiasm, and motivates the students in improving their conceptual understanding of mathematics. [ABSTRACT FROM AUTHOR]

Virtual Poetry and nursing have much to say about humanity during and after the global lockdown. Whereas nurses have worked on the front lines to treat infected patients both physically and mentally, poets have played a tremendous role in relieving students of negative energy, motivating them to pursue their dreams and hopes. Building on Thematic Analysis and the Reflective Learning Approach, this paper examines the relationship between virtual poetry and nursing education. One focus group from Agadir city had to study English at ISPITS institute for 14 h, using Google Meet and, at a later stage, they were entailed to evaluate their learning experiences with the Online English Class. The results unveiled that the Moroccan student nurses share a great concern for humanity and that virtual poetry could be used as an instructional medium in shaping their personality traits and reinvigorating their academic goals about the nursing practice. [ABSTRACT FROM AUTHOR]

Introduction: Coronavirus Disease-2019 (COVID-19) lockdown was an opportunity for starting online medical education in Kerala, India. It was a challenge to teach the core competency biostatistics online considering the unfamiliarity and possible network issues. Aim: To assess the learning and student satisfaction of biostatistics teaching, by comparing Google classroom module and online lecture, while teaching phase-2 MBBS students. Materials and Methods: This was a randomised educational interventional study done in the Department of Community Medicine, Government Medical College, Manjeri, Kerala, India, from December 2020 to September 2021. A total of 89 students of phase-2 MBBS were randomly divided into two groups as online lecture group and Google classroom group and five sessions were conducted. For the lecture group, classes were conducted via Google Meet using PowerPoint presentations and for the other group, PowerPoint with audio and workedout examples were provided in Google classroom. Immediate and retention scores of academic performance and satisfaction level were assessed using Multiple Choice Questions (MCQs). Mann-Whitney U test using Statistical Package for the Social Sciences (SPSS) software version 28.0 were done for analysis. Results: Of total 89 students participated, the mean age of the study population was 21.2±0.73, and there were 62 (69.7%) females and 37 (30.3%) males. Academic performance was similar for both groups in most of the immediate assessments, except activity on making graphs (p-value=0.001). In delayed assessment using median scores, the Google classroom group (110, IQR: 100-140) performed significantly better compared to the online lecture (100, IQR: 60-130) with (p-value=0.042). Regarding satisfaction, 68.3% of Google classroom students were satisfied, compared to 52.4% of the online lecture group. The flexibility to learn at own place, pace, and time was the main advantage of the Google classroom, while the need for self-motivation was the disadvantage. Direct interaction was the advantage of online lectures and inability for simultaneous doubt clarification and to attend at fixed timing was the disadvantage. Conclusion: Online teaching of biostatistics was effective and student satisfaction level was good. Google classroom module can be considered as a supplement for traditional teaching. [ABSTRACT FROM AUTHOR]

This study seeks to explore the effect of fear emotion on students' and teachers' technology adoption during COVID-19 pandemic. The study has made use of Google Meet© as an educational social platform in private higher education institutes. The data obtained from the study were analyzed by using the partial least squares structural equation modeling (PLS-SEM) and machine learning algorithms. The main hypotheses of this study are related to the effect of COVID-19 on the adoption of Google Meet as COVID-19 rise s various types of fear. During the Coronavirus pandemic, fear due to family lockdown situation, fear of education failure and fear of losing social relationships are the most common types of threat that may face students and teachers/educators. These types of fears are connected with two important factors within TAM theory, which are: perceived ease of use (PEOU) and perceived usefulness (PU), and with another external factor of TAM, which is subjective norm (SN). The results revealed that both data analysis techniques have successfully provided support to all the hypothesized relationships of the research model. More interesting, the J48 classifier has performed better than the other classifiers in predicting the dependent variable in most cases. [ABSTRACT FROM AUTHOR]

Differentiated second/foreign language (L2) instruction (DI) has received growing attention in pedagogical research. Yet, as a cornerstone of inclusive education, the DI is still under-documented. In this study, we integrated diagnostic assessment (DIA) and collaborative language learning in a differentiated (tiered) oral tasks intervention and mediated them in a Google Meet cyber classroom. To do so, an intact group of 64 non-English major university students was selected, pretested, and randomly assigned to collaborative (CG) and individual (IG) groups. Each group was partitioned into higher, middle, and lower language ability tiers. The objectives were to examine (1) how differently mixed-ability English-as-a-foreign-language (EFL) learners could improve their collaborative and individual oral tiered task performances on which they received e-DIA for 10 weeks, and (2) how differently e-DIA could affect their postintervention learning achievement in oral skills. The statistical analysis indicated the positive and equal impact of e-DIA on CG-tiers, but a positive and divisive impact on IG-tiers. Responded to e-DIA, both groups had significant pretest-to-postest learning achievement in oral skills, but CG-tiers' collaboration resonated with the impact of e-DIA to outperform the IG-tiers on the posttest. The findings implied the integration of e-DIA and collaborative learning in the DI framework to mitigate L2 learners' diversity in inclusive L2 education. [ABSTRACT FROM AUTHOR]

The use of online meeting programs, such as Google Meet (GM), provides several benefits for teachers and students in terms of achieving learning goals outside of the classroom. Depending on the requirements and goals of the students, a variety of apps might be employed. The point of the study was to address a vacuum in the knowledge with regard to the acceptability of online meeting apps, such as GM and their role. Effectiveness in terms of utilizing GM and attitudes towards using GM are two factors that impact learners' use of this app for educational purposes. While researchers have examined google meet application acceptance in a variety of contexts, perceived ease of use, perceived usefulness, effectiveness to utilize google meet and attitude towards using Google Meet as a mediating variable in measuring education has not been explored using the technology acceptance model (TAM). As a result, the study's purpose was to create a new paradigm by merging TAM with external elements including subjective norms, task-technology fit, and quality of information. This study involved a total of 208 postgraduate students at College of Education at King Saud University. Students were polled using the structural equation modeling (SEM) approach to determine their approximate expectations with regard to online meeting adoption. According to the findings, subjective norms, perceived enjoyment, task-technology fit, and quality of information have a positive impact on perceived usefulness and perceived ease of use, which in turn has a positive impact on perceived usefulness and perceived ease of use, which finally leads to a positive effect on effectiveness to utilize GM and attitude towards using Google Meet towards adoption of GM during COVID-19. As a result, higher education institutions should promote the usage of online meeting tools, such as GM, as part of learning processes as a long-term strategy. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Kependidikan is the property of UIN Saizu Purwokerto and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The low Cumulative Grade Point Average of most chemistry undergraduates results in their low achievement and motivation which poses a threat to the production of future chemistry teachers. The diversity of this problem has resulted in several suggestions concerning the application of Google Meet strategy to determine its efficacy in ameliorating this problem in the Nigerian educational setting. Two null hypotheses guided the research. This study was an ex-post facto and quasi-experimental designs that involved 125 chemistry undergraduates. Three research instruments were used in data collection. Data were analyzed using mean and analysis of variance. Results showed that undergraduates exposed to Google Meet Pedagogy (GMP) had greater achievement than those exposed to Classroom Teacher Approach (CTA). However, undergraduates exposed to CTA had better motivation in chemistry than those exposed to GMP. The finding showed a significant influence of course types on undergraduates' achievement in chemistry. There was no significant influence of course types on undergraduates' motivation. The study concludes that undergraduates should be provided with adequate online facilities to be skillful and knowledgeable. It suggests that university lecturers should be sponsored for professional development on the application of online pedagogies to enhance undergraduates' achievement and motivation in chemistry. [ABSTRACT FROM AUTHOR]

Online or distance learning became a commonly used alternative internationally during the COVID-19 pandemic. Video conferencing and e-learning platforms were therefore created to meet this need. The study aims to examine engineering students' interaction via Google Meet, their satisfaction as well as suggestions for improving their interaction when studying on this platform, which was based on Moore's interaction framework of learner-content, learnerlearner and learner-teacher interaction. A 5-point Likert scale and a semi-structured interview were used with the participation of 115 engineering students from a private university. The results indicate that the interaction and satisfaction of the participants was perceived at a positive level, but not very high. Of the three types of interaction, engineering students' interaction with their teachers was slightly higher than the other two types. Several reasons were cited: passive learning styles, lack of physical interaction, and need for private communication. To improve student interaction, it is suggested that more physical classroom activities be included in each online lesson. Engineering students should then become more proactive and prepare lessons in advance. It is also recommended that Google Meet developers add private meeting room and messaging features, as suggested by participants. In general, instructors and students should consider these types of interactions from the students' perspective to maintain an effective learning environment during the pandemic. [ABSTRACT FROM AUTHOR]

The aim of the study is to determine the effectiveness of Flexible Learning using the three (3) online teaching platforms; (i) Sultan Kudarat State University Electronic Learning Delivery System (SKSU ELEADS); (ii) Facebook Group; (iii) Google meet. In the study, descriptive and experimental method was adapted. In descriptive side, where one hundred thirty-eight (138) respondents, a Bachelor of Elementary Education (BEED 2-All Sections) of College Teacher Education(CTE) of Sultan Kudarat State University (SKSU), First Semester, Academic year 2020-2021. The respondents are randomly selected for online survey through Google forms for the Flexible learning in terms of three (3) qualities; Content, Technical and Instructional. In Finale, where the effectiveness of flexible learning is through pre and post-test scheme of almost one month, discussed the chapter 1 of the subject -EDDMATH 2 entitled 'Teaching strategies of Intermediate mathematics' as one major subject of the proponents. The data were analyzed via descriptive mean, comparison of mean and ANOVA as statistical analysis of this study. The results revealed that the difference weighted mean between the pre-test and post-test is 10.16, which signified a clear graphical presentation of positive skewed in all respondents, which signified the effectiveness of flexible learning. In terms of qualities of three (3) online learning modalities like FB Group, Google Meet and SKSU ELEADS, where Google Meet got a highest mean of 3.68, as indicated that respondents need an interactive discussion even though there is no Face to Face(F2F), due to COVID-19 pandemic era. Among the three (3) online learning platforms, Facebook Group(FG) got F (7,6) = 9.617, p < 0.05 and significantly liked among the respondents due to easy accessibility in rural areas. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Grounded in Vygotsky's sociocultural theory of mind and the learnercentered approach to second/foreign language acquisition (SLA), this study investigated the extent to which the embedded differentiated instructions and diagnostic assessment, being mediated on Google Meet™ computer-mediated communication platform, would impact the improvement of mixed-ability English-as-a-Foreign-Language (EFL) learners' English words pronunciation and their degree of engagement in language learning. In a repeated-measures research design, an intact group of 66 EFL learners were partitioned into three tiers of higher, mid- and lower achievers to complete a virtual pretest of listening comprehension, followed by a series of parallel tiered performance tasks of English words pronunciation on a weekly basis. Their task outcomes were subsequently subjected to collective computer-mediated diagnostic assessment. After 10 sessions of intervention, the participants performed on an immediate virtual posttest of listening comprehension, and a post hoc interview. The results of mixed between-within subjects analysis of variance (ANOVA) indicated both the significant learning progress by the tiers, and the outperformance of the lower achievers on the tiered tasks. The statistical results of an analysis of covariance (ANCOVA) similarly reported significant improvement of the tiers' performance on the pretest-posttest summative assessment in this study. The inductive content analysis of the participants' responses to the structured interview elicited seven themes which were interpreted as the participants' strong approval of the usefulness of differentiated instructions, effectiveness of diagnostic assessment, and successful appeal of Google Meet platform. [ABSTRACT FROM AUTHOR]

Purpose: There are currently no studies concerning the use of Google Hangout in North Cyprus. Thus, this study examines the perceptions of preservice teacher and language instructors on the use of Google Meet (GM) as a synchronous language learning tool for a distant online program in Cyprus. Design/methodology/approach: To elicit information on the perception of preservice teachers and language instructors on this issue, a quantitative research design was used for this study. Findings: Though the language instructors deemed GM effective and efficient as a language learning tool, the preservice teachers thought otherwise. Research limitations/implications: It was difficult to collect data during this pandemic outbreak. Obtaining ethical consent from the participants was difficult as well and so the sample size was small. Practical implications: The study was able to demonstrate that the use of GM was somewhat effective as a language learning tool for the online distant program, though the level of efficiency and effectiveness varies from preservice teachers to the language instructors. Also, the study was able to highlight the use of GM could be very effective if it is well managed by the teachers to stimulate student engagement during lessons. The study showcased that the unavailability of Internet data, poor Internet connection are possible constraints to the efficiency of GM. Recently, a university in Northern Cyprus has decided to partner with a telecommunication network (Turkcell) toward providing free Internet access for all registered students within a particular period of learning. This is a welcomed approach that can be emulated by other educational facilities in bridging the gap created by poor Internet connection in a remote online learning setting. Originality/value: There are no studies within the context of North Cyprus on the use of GM as a synchronous language learning tool for online distant programs. Though the use of GM is adjured effective and efficient, this contextual overview of GM is a new insight into academia. [ABSTRACT FROM AUTHOR]

The general aim of this study is to determine the knowledge levels of university students on distance education and the Google Meet application programme. The descriptive method was used in the research. The research was carried out in the spring term of 2020–2021, and consisted of 462 volunteer university students studying in the field of computer engineering at various universities in the Marmara region of Turkey. In order to determine the information of the participants, a measurement tool called ‘distance education platforms’ was used, which was developed by the researchers; the measurement tool was collected from the students with the help of an online questionnaire. The raw data obtained from the measurement tool were analysed with the SPSS programme and categorised to reveal their understanding levels. Based on the findings, it has been determined that although digital natives have good views on today’s distance education and Google Meet topics, the level of understanding of the related concepts is quite high. [ABSTRACT FROM AUTHOR]

Under the shade of coronavirus pandemic, schools and universities worldwide have moved towards online learning to assure the continuity of academic activities. Great interest was, hence, directed towards the opinions and stands of teachers about distant online education. It is of paramount importance to inspect teachers’ perceptions and attitudes. When they have positive perceptions about online education, teachers also adopt positive attitudes towards educational technology. Thus, they would accept the change and challenge the shift to online virtual classes. This research studies the online learning process and which mechanisms teachers have utilized to prop up virtual learning. The central questions that shape this study are: what are the perspectives and attitudes of EFL teachers about using Google Meet in online classes? Which challenges would make them resist the change? The present research work under inspection aims to give an in-depth look at online teaching and learning in the Algerian context during the Covid-19 Pandemic, by considering the department of English Language at Oran University as a case study. The study’s findings show that participants have overall positive perspectives and attitudes about using Google Meet during the ongoing pandemic with many challenges. Developing digital proficiency of teachers and students, enhancing students’ motivation, and assuring the quality of internet facilities were the leading suggestions for an effective shift to online education. [ABSTRACT FROM AUTHOR]

Copyright of Educationis is the property of CBPC - Companhia Brasileira de Producao Cientifica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study investigates the impact of internet and mobile applications on enhancing students' language skills. It examines the students' opinion regarding English online learning using the different internet or mobile applications. The participants were approximately 80 students from RAK Medical and Health Sciences University located in Ras Al Khaimah in The United Arab Emirates. A closed-ended questionnaire was used to collect data from the participants. The results revealed that internet applications have a positive impact on learning English as a foreign language. Students' attitudes towards using internet applications for learning English scored very high in certain areas, while the impact was lower in some other areas that is related to speaking, listening or to group discussions. Based on these results, the researcher suggests that internet applications can be activated at all stages of English language learning and teaching. The implementation of mobile and internet applications is recommended together with the face-to-face learning as a sort of blended learning. It can be budget friendly for universities and at the same time effortless for the students as long as it gives the same impact as face-to-face learning. Therefore, the significance of the study is to try to utilize the best online technological method for teaching and learning English Language that is useful to instructors, institutions as well as students. [ABSTRACT FROM AUTHOR]

Copyright of RIED: Revista Iberoamericana de Educación a Distancia is the property of Revista Iberoamericana de Educacion a Distancia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The COVID-19 pandemic not only affected our health and medical systems but also has created large disruption of education systems at school and universities levels. According to the United Nation's report, COVID-19 has influenced more than 1.6 billion learners from all over the world (190 countries or more). To tackle this problem, universities and colleges have implemented various technologically based platforms to replace the physical classrooms during the spread of Coronavirus. The effectiveness of these technologies and their educational impact on the educational sector has been the concern of researchers during the spread of the pandemic. Consequently, the current study is an attempt to explore the effect of Google Meet acceptance among Arab students during the pandemic in Oman, UAE, and Jordan. The perceived fear factor is integrated into a hybrid model that combines crucial factors in TAM (Technology acceptance Model) and VAM (Value-based Adoption Model). The integration embraces perceived fear factor with other important factors in TAM perceived ease of use (PEOU) and perceived usefulness (PU) on the one hand and technically influential factor of VAM, which are perceived technicality (PTE) and perceived enjoyment (PE) on the other hand. The data, collected from 475 participants (49% males and 51% females students), were analyzed using the partial least squares-structural equation modelling (PLS-SEM). The results have shown that TAM hypotheses of usefulness and easy to use have been supported. Similarly, the results have supported the hypotheses related to VAM factors of being technically useful and enjoying, which helps in reducing the atmosphere of fear that is created due to the spread of Coronavirus. [ABSTRACT FROM AUTHOR]