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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]

Abstract 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.

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]

This research analyzes the studies on using Google Meet to conduct online classes for educational sustainability purposes. When a series of lockdowns were implemented to handle the Covid-19 pandemic, all educational institutions were physically closed. This gives rise to the issues of continuity and sustainability of education. Teachers turned to online meeting applications to connect to students and ensure teaching and learning continue despite the physical school closure. Data for this research were taken from articles published in the Scopus database, starting from 2019; the start of the pandemic on a global scale. Thematic analysis resulted in four primary themes: students’ perception, teachers’ perception, teachers’ experience, and teaching and learning challenges. Both positive and negative points were uncovered regarding the use of Google Meet during the lockdown. This paper will help identify the benefits and challenges of Google Meet use and guide those attempting to improve their online learning experiences.

Background and Study Aim. Google Meet has been the most highly sought videoconferencing platform utilized by various educational institutions worldwide to facilitate synchronous classes. The said videoconferencing platform is highly efficient based on previously published scholarly works. To further assess these claims in the current study’s situation, this paper is designed to explore the factors linked with students’ acceptance and observation of Google Meet as an alternative educational platform to learn concepts in various Physical Education courses which are skill-based by adopting the Technology Acceptance Model. Material and Methods. The selected respondents were composed of 2nd-4th year undergraduate students taking Bachelor of Physical Education at City College of Angeles, located in the City of Angeles, Philippines. The respondents for the study were identified by using the purposive sampling technique. From the 467 entire populaces, 250 students answered the online survey, and all responses were accepted after data cleaning. The Partial Least Squares-Structural Equation Modeling or PLS-SEM through SmartPLS4 was used to explore the factors affecting students’ acceptance of Google Classroom as an alternative platform to learning skill-based concepts in various Physical Education courses. Additionally, outer loadings and the average variance extracted (AVE) were scrutinized and the Fornell-Larcker criterion, cross-loadings, and HTMT were assessed to establish convergent and discriminant validity. Also, a full collinearity assessment on the outer model was performed to determine if the model is free from Common Method Bias. Meanwhile, PLS Predict was utilized to determine the model’s predicting validity and power. Lastly, the structural model was evaluated through path coefficients and the coefficient of determination (R2). Results. After obtaining data from the samples (N=250) of Bachelor of Physical Education students (Female= 42.0% and Male= 58.0%), the results displayed that: perceived ease of use is positively and significantly associated with and triggers perceived usefulness; perceived ease of use and perceived usefulness are significantly linked with and leverages students’ behavioral intention to use; and, behavioral intention to use is positively interrelated with and affects the actual use of the videoconferencing platform. Conclusions. The findings of this study would be used by the Physical Education Department and the college administration to examining further if the said videoconferencing platform may continuously be used in all skill-based courses in PE since the current setting of the investigation is still in a full-online learning modality. Proposals concerning the students, teachers, and future research directions are also presented.

من السمات الممیزة للقرن الحادی والعشرین ظهور المعلومات والابتکارات الرقمیة ، التی تم استعمالها فی جمیع مجالات الحیاة، ولاسیَّما التعلیم، إِذ أَتاحت الوصول السریع إلى موارد المعرفة مع وقت أقل وجهد أقل وفوائد أکثر . وصار التعلیم الرقمی هو الحل الوحید لضمان استمرار العملیة التعلیمیة فی ظل ظهور أزمات مماثلة لوباء کوفید -19. أدَّى هذا الوباء إلى الإغلاق الکامل للمدارس والجامعات، وکان له تأثیر سلبی على أنظمة التعلیم فی جمیع أنحاء العالم. بمعنى آخر ، یُعدُّ التعلیم عن بعد طریقة جدیدة للتعلم تتیح للطلاب الذین تعیقهم ظروف وأَسباب مختلفة الوصول إلى الحرم الجامعی للتعلُّم. ویوضح بحثنا الحالی کیفیة استعمال الشبکات الاجتماعیة والتطبیقات الرقمیة لتطویر مهارات المعلمین والطلاب فی تدریس / تعلم اللغة الفرنسیة بوصفها لغة أجنبیة.

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.

The purpose of this research is to investigate the students’ perceptions of synchronous online learning using Google Meet. Synchronous online learning is applied to facilitate the students to acquire knowledge during this pandemic. However, the students’ perception of the synchronous online using Google Meet in a specific skill in ELT is still understudied. A qualitative case study was used to investigate this phenomenon. The participants of this study were 18 students in the first semester who were Electrical Engineering major. The participants were chosen purposively due to class participation and willingness. The data was gathered from the questionnaire and interviews. It was analyzed using the Interactive Model of Data Analysis. This study exposed that the students positively perceived implementing synchronous online learning using Google Meet in reading class. They pointed out that it could help the students read more and feel motivated to be active. It also aided to increase their reading by online discussion. However, they found some challenges which they perceived during synchronous online learning. The challenges came from environmental, technical, and personal problems. The implication of this study relates to continuing the teaching-learning process of synchronous online learning using Google Meet. It provides some benefits that support the teaching learning process. Then, the institution and the government should support and promote the effectiveness of synchronous online learning by improving their learning and providing the necessary learning infrastructure for all students.

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 platforms for educational purposes is a topical issue and detailed studies in this field are not sufficient. The purpose of the article is the comparative analysis of ways of integration of the dominant and popular Microsoft Teams, Zoom, Google Meet services into the educational process. The article describes the Kyiv National University of Culture and Arts experience in the use of enumerated platforms in the learning process during the lockdown as well as in terms of the military aggression of the Russian army in 2022. The main scientific methods of the research: analysis, synthesis and empirical (SWOT analysis). The following issues were considered: digital tools used to solve educational tasks, analysis of possibilities and evaluation of the platforms, without specific characteristics of each platform. The results have shown that based on the analysis of the teachers' practice, the Zoom platform was most frequently used, nevertheless Microsoft Teams has a significant potential for the further development, but its security mechanisms and general characteristics are still insufficiently evaluated. [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.

This paper highlights key points and practicalities regarding using online interviews using a recently completed undergraduate thesis as a case study. This case entitles “The consumers’ perceptions towards green products in food and beverages sector in Ho Chi Minh City.” Online interviewing using Google Meet has become one of the most common data collection methods in Vietnam as it is reasonably easy to use, provides almost all the required functionalities for online research, and is free of charge. Inspired by the experiences and practices from the case study, this paper is intended for use in online research methods and provides implications for application in online assessment.

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]

Grounded in Vygotsky’s sociocultural theory of mind and the learner-centered 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.

The study aimed to compare learning interests during the Covid-19 pandemic using the Google Meet and Zoom Meeting platforms in the distance learning process for PTKIN Sharia Banking Study Program students in East Java. The population in this study were students of the PTKIN Sharia Banking Study Program in East Java. The sampling method used is purposive sampling. This type of research is quantitative with an event study approach. The results of the comparison of student interest explained that the facility factor, economic factor, and convenience factor significantly differed from student learning interest using the Google Meet and Zoom Meeting platforms for PTKIN Islamic Banking Study Program students in East Java. In addition, the results of a comparison of students' interest in the Google Meet and Zoom Meeting platforms of PTKIN Islamic Banking Study Program students in East Java showed that students' interest in using the Google Meet platform was higher than that of students using the Zoom Meeting platform. That is because Google Meet is easy to access; when experiencing signal interruption, users can rejoin immediately and have no time limit during the learning process because it does not require a premium account.

This study investigated the students’ perception of their online learning during pandemic situations, especially in the Structure and Written Expression Section of TOEFL Preparation Class. The students obtained the material of the Structure and Written Expression Section of TOEFL through video-conferences by Google Meet as well as learning videos by YouTube Channel. This focused on the students’ perception between Google Meet and YouTube Channel in the online learning of TOEFL Preparation Class in the fourth Semester Students of UCIC Cirebon. This was a qualitative study that obtained the data from the questionnaire and interview. The findings showed that the students were able to comprehend, be active to ask, and to interact with the lecturer during online learning through Google Meet as a video conference learning. Moreover, online learning through YouTube Channel made it easy to comprehend replaying the videos, but there was no interaction between students and lecturer. This study suggests the English lecturers discover the best media of online learning in order to enhance the students’ competences, especially in TOEFL Preparation Class.

The using Google Meet as a new platform for the learning process and the obstacles for teachers and students when using it.This research aims to discover: 1) Learning process of Nahwu Study via Google Meet in Ma’had Khadimul Haramain Asy-Syarifain Banda Aceh. 2) Problems faced by teachers and students in learning Nahwu Study via Google Meet in Ma’had Khadimul Haramain Asy-Syarifain Banda Aceh. This research is of analytical descriptive type. Samples of this research are 56 girl students from Akhwat class. The research methods employed are direct observation and interviews. The results of this research are: 1) Learning process of Nahwu Study in Ma’had Khadimul Haramain Asy-Syarifain Banda Aceh implement the direct method, lecturing method, reading method, question-and-answer, and deductive method, which means Nahwu learning method by explaining the rules first followed by examples. Teachers also utilize Power Point to explain I’rab materials, Microsoft Word as a whiteboard, Google to search for sources for pictures of difficult Mufradat, and a PDF book of Arabic language as the source materials of Nahwu Study. However, problems faced by teachers in teaching Nahwu via Google Meet are: 1) Internet connection 2) difficulty in supervising students 3) passive students 4) difficulty in evaluating the study. Furthermore, problems faces by students in learning Nahwu via Google Meet are : 1) internet connection 2) internet quota 3) lack of learning focus 4) lack of learning spirit 5) difficulty in understanding the lessons 6) too many students in one class.

The situation created by COVID 19 has seen a rapid growth of tele practice as an option for assessment and management of communication disorders for a speech language pathologist (SLP). Tele practice allows accessibility to remote areas, the clients who cannot acess face to face services due to restriction to maintain the COVID 19 situation like social distancing and self-isolation. The present study aimed at comparing the use of online platforms (Google Meet and Zoom) for tele-rehabilitation, by SLPs in India. A qualitative research design using a questionnaire was formulated. The questionnaire was validated by five experienced SLPs who had offered both face to face and tele practice services. Some aspects like audio-video quality, ease of Usage for clinician and clients, privacy option, overall satisfaction was chosen. This questionnaire was made available to SLPs who have experience in using two online platforms (Google Meet and Zoom) for tele-rehabilitation. Sample size is calculated using standard procedure. 10% of total number of SLPs practicing tele services are the target sample (Geoffrey T. Fosgate, 2009). The questionnaire was delivered to the respondents on an online form through social media. Results revealed that on aspects of tele services, quality of interaction zoom was preferred more where on basis of security and technical aspects, google meet was preferred more. For quality of audio and video, both Google Meet and Zoom received similar rating. The results help us understand the choices of SLP's based on the factors. [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]

This study aims to determine the significant effect of WhatsApp based on Google Classroom and Google Meet with the implementation of the inquiry learning model in physics learning on student learning outcomes. The research was conducted during the Covid-19 pandemic with a DARING learning process, the method used was the pre-experimental method with one group pretest-posttest design. This research was conducted at SMA Negeri 1 Suwawa in the academic year 2020/2021 using saturated sampling technique and random selection of classes, obtained by students of class XI IPA 1 as an experimental class, class XI IPA 3 as replication class 1, XI IPA 4 as class replication 2 and class XI IPA 2 as replication class 3. The research instrument is in the form of an essay test of 8 numbers on the Dynamics of Rotation and Sturdy Object Balance with a KKM of 73. Based on the results of hypothesis testing, it is known that the t value for each experimental class is replication class 1, replication class 2, and replication class 3 are 4.16, 3.089. , 3.19, 3.386 greater than t table 1.705, 1.739, 1.71, 1.72, it can be concluded that there is a significant positive effect of treatment. Based on the analysis of the N-Gain and the effect size, the N-Gain value for the four classes, respectively, is 0.61, 0.59.0.59, and 0.62 in the medium category, for the effect size value is 1.9 with strong effect interpretation. This shows that there is consistency in the treatment given to student learning outcomes.

The current Covid-19 pandemic has an impact on all fields including education. One of them is basic education, which requires teachers for online learning. The research objective is to fulfill the thematic student study service task regarding the Prevention and Management of the Impact of Covid-19 in the field of education. At this time, all learning in Indonesia is being pursued online so that there is minimal interaction. Therefore, this study aims to determine the effectiveness of online learning that takes place precisely for students at Elementary School 1 Telukagung Indramayu, Indonesia. The sample of this study was 11 students of sixth grade who were selected using simple random sampling technique by considering the homogeneity of the population. The data collection instrument used a pretest - posttest which was made in the Quiziz application with the aim of making students more interested in its various features. Data analysis used descriptive statistics with computerized assistance. The results of this study indicate that online-based learning at Elementary School 1 Telukagung Indramayu, Indonesia tends to be effective and runs smoothly.

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]

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]

У статті досліджується проблема використання вебінарорієнтованих платформ Zoom, Google Meet та Microsoft Teams у закладах загальної середньої та вищої освіти. Обґрунтовано актуальність та здійснено аналіз вітчизняного і зарубіжного досвіду впровадження вебінарорієнтованих платформ в освітній процес. Вибір платформ для дослідження обумовлений їх широким застосуванням у закладах освіти, а також їх домінуючим положенням у «Магічному квадранті» Gartner за даними за листопад 2020 року в категорії рішень для зустрічей. Визначені та проаналізовані мінімальні та рекомендовані системні вимоги до програмного та апаратного забезпечення роботи вказаних платформ, часові та кількісні обмеження у різних тарифних планах. Наведено результати всебічного розгляду та порівняльного аналізу цих платформ за критеріями функціональності, безпеки, інтеграції з іншими додатками. Охарактеризовані технічні та педагогічні можливості їх інструментарію при проведенні відео­конференцій, зокрема демонстрації екрана, цифрової дошки, групового чату, можливості запису заняття, віртуальних кімнат тощо. Розглянуті особливості їх використання в кожній системі у різних версіях та тарифних планах, визначені їх переваги та недоліки, на основі чого сформовані рекомендації щодо їх використання в практичній роботі викладача для забезпечення максимальної ефективності проведення навчальних занять. Розглянуто питання забезпечення зворотного зв’язку та ефективної взаємодії студентів з викладачем, підняте питання порушення дисципліни під час онлайн заняття та запропоновані шляхи розв’язання даної проблеми. Проведено дослідження, як використання вебінарорієнтованих платформ впливає на формування загальних та професійних компетентностей студентів на різних типах занять. Стаття призначена для викладачів, керівників та адміністраторів навчальних закладів при виборі платформи серед безкоштовних версій та корпоративних ліцензій для навчальних закладів. Ґрунтовне знання та використання викладачами інструментарію платформ, представлених у роботі, є запорукою успішного навчання. Це дає можливість зробити навчальний процес більш цікавим та ефективним, використовуючи різні сервіси цих програм.

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]

Online learning is a challenge for Islamic religious educators to convey their learning materials to be accepted and practiced by students. The focus of research in this study is, (1) How is PAI Learning in the Pandemic Period at SMK PGRI 2? (2) What is the Impact of PAI Learning in the Pandemic Period at SMK PGRI 2? (3) How is the Actualization of PAI Learning in the Pandemic Period in terms of E-Learning Learning Theory at SMK PGRI 2? This research is qualitative research with the type of case study research. The results showed: (1) PAI learning in SMK during the Pandemic used online learning methods, and the media used were Google Classroom, Moodle, and Google Meet. (2) The impact is that teachers must learn about technology and learning media. In the implementation of learning, students are bored and not enthusiastic, and signals and quotas are limited, and evaluation is only cognitive. 3) The e-learning developed in this SMK uses Moodle and Google Classroom. It means that e-learning is one of the supporting learning tools and an effective media for the learning process during the Pandemic.

The Covid-19 pandemic has resulted in all activities being carried out online from home, including teaching and learning activities. So the use of online-based platforms can be a solution to the learning process at this time continues to run smoothly. One application that can be used is Google Meet which is a video communication service. This study aims to explain the use of Google Meet in the learning process of Descriptive Text material in class 10 IPS 4 MAN 4 Jakarta, which includes the advantages and disadvantages that are felt in the implementation of learning this material using Google Meet. This research uses qualitative research with descriptive methods where the research results are obtained through observation and interviews which are then analyzed by describing them. The results of the study found that Google Meet is suitable for delivering Descriptive Text learning material while speaking practice for students in class 10 IPS 4. However, this media cannot be used to carry out written assessments so that other media is needed as an additional medium of taking written scores

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]

Introduction: The emergence of Corona Pandemic situation in India during March 2020 forced the institutes to send students to their respective hometowns. Faculty had no option but to continue teaching online in such situation. In comparison to other basic medical science subjects, learning anatomy online was felt difficult as the students were unable to understand the three dimensional spatial orientation of structures in human body. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. Aim: To compare the effectiveness of teaching anatomy subject online with that of classroom teaching and also to compare Google classroom with Google meet for anatomy theory and practical online teaching. Materials and Methods: The study was done using predesigned four sets of Multiple choice questionnaires, among first year MBBS students, in Apollo Institute of Medical Sciences and Research, Chittoor, Andhra Pradesh, India. The opinion about classroom and online teaching were anonymously retrieved through Google forms and analysed on excel sheet to derive descriptive statistical data. Results: Out of 154 students, 98 students submitted their response for the questionnaire. Regarding anatomy theory and practical online sessions, 76 (77%) and 86 (88%), respectively opined that classroom teaching was better. Majority felt the lack of opportunity to develop practical skills (dissection) 78 (79.6%), faced problems due to lack of study materials 68 (69.4%) and felt the lack of study environment 61 (62.2%) and connectivity problems 61 (62.2%). Accessibility 52 (53%) and downloading 78 (79.6%) was good with Google classroom while live interactions 79 (80.6%) and audiovisual quality 45 (45.9%) was better with Google meet. Conclusion: Students preferred classroom teaching over online teaching for anatomy subject. Between the platforms used in online teaching, Google meet has an edge over Google classroom in terms of learning.

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.

Background: Both static images and videoconferencing by smartphone have been tried for telepathology. Combining the two approaches for telepathology might offset some of the limitations of both techniques., Methods: A total of 150 cases of breast pathology were retrieved and were photographed by a trained junior pathologist using a smartphone camera and binocular microscope and the images were sent as Google photos attachments with email to three pathologists. The pathologists opened the emailed attachments during separate prescheduled google meet videoconferencing sessions and rendered the diagnosis verbally to the junior pathologist. The pathologists were given the option of asking for live dynamic images of the cases during the meet which were transmitted using the rear camera of the smartphone with the video option of google meet., Results: The overall concordance rates for the three pathologists were 96.6%, 99.3% and 98.0% (Mean 98.0%). The reporting pathologists asked for dynamic live images in 23, 20 and 18 cases respectively. Out of these 61 cases, a discrepant diagnosis was made in 7 cases (11.4%). The reporting pathologist was satisfied with the quality of static images (Mean Likert score 4.2/5). However, concerns were raised on the consistency of video quality (Mean Likert score 2.5/5). The screen share option of Google meet was found useful to discuss specific features of the case. (Mean Likert Score 4.6/5) CONCLUSION: The combined approach to telepathology has shown some promise and it is hoped that with adequate training the discordance can be reduced., Competing Interests: Disclosure The authors have no conflicts of interest to declare., (Copyright © 2022. Published by Elsevier Inc.)

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]