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В статье рассматриваются преимущества и недостатки дистанционного образования, а также платформы для онлайн-обучения. Описывается необходимость выбора курсов, соответствующих уровню знаний и интересам студента, а также требования к самодисциплине и самоорганизации. Отмечается, что дистанционное обучение может быть эффективным дополнением к традиционному образованию или способом получения новых знаний и навыков в любом возрасте. В последние годы онлайн-образование стало все более популярным во всем мире. Это связано с развитием информационных технологий и увеличением доступности интернета. Однако, несмотря на множество преимуществ, онлайн-образование также имеет свои недостатки. Один из главных недостатков — это отсутствие личного контакта с преподавателем и другими студентами, что может затруднять процесс обучения и уменьшать мотивацию. Также онлайн-курсы могут требовать большей самодисциплины и самоорганизации, чем традиционное обучение. В целом, онлайн-платформы для обучения являются важным и перспективным направлением в образовании, которое позволяет расширять доступ к знаниям и повышать уровень образования в обществе. Статья полезна для тех, кто хочет ознакомиться с особенностями дистанционного образования и выбрать подходящую платформу для онлайн-обучения, {"references":["Мирзиёев, Ш. М. (5 10 2020 г.). Об утверждении стратегии «Цифровой Узбекистан-2030» и мерах по ее эффективной реализации. Указ Президента республики Узбекистан. Ташкент, Узбекистан.","Nazihovna, Y. G. (2022). Creating a platform using html, css and java script methods and strengthening education with this steam. Confrencea, 5(5), 17-38","Платформа для онлайн-обучения: что это и в чем ее польза? (30 04 2011 г.). Получено из Антитренинги: платформа для вашей онлайн школы: https://antitreningi.ru/info/e-learning/platforma-dlya-online-obucheniya","Distance Learning (2023). Получено из Education Corner: https://www.educationcorner.com/distance-learning/","Yunusova, G. N., Zakirova, N. S., & Abdullayeva, S. I. (2022). Creation and application of three educational platforms in the process of strengthening steam learning. Confrencea, 4(4), 117-131.","Эволюция онлайн-образования (29.06.2020). Получено из Университетская книга: http://www.unkniga.ru/vishee/10933-evolyutsiya-online-obrazovaniya.html","Онлайн-образование (мировой рынок) (01.09.2014). Получено из Tadviser: https://www.tadviser.ru/index.php/Статья:Онлайн-образование_(мировой_рынок)"]}

В статье рассматриваются преимущества и недостатки дистанционного образования, а также платформы для онлайн-обучения. Описывается необходимость выбора курсов, соответствующих уровню знаний и интересам студента, а также требования к самодисциплине и самоорганизации. Отмечается, что дистанционное обучение может быть эффективным дополнением к традиционному образованию или способом получения новых знаний и навыков в любом возрасте. В последние годы онлайн-образование стало все более популярным во всем мире. Это связано с развитием информационных технологий и увеличением доступности интернета. Однако, несмотря на множество преимуществ, онлайн-образование также имеет свои недостатки. Один из главных недостатков — это отсутствие личного контакта с преподавателем и другими студентами, что может затруднять процесс обучения и уменьшать мотивацию. Также онлайн-курсы могут требовать большей самодисциплины и самоорганизации, чем традиционное обучение. В целом, онлайн-платформы для обучения являются важным и перспективным направлением в образовании, которое позволяет расширять доступ к знаниям и повышать уровень образования в обществе. Статья полезна для тех, кто хочет ознакомиться с особенностями дистанционного образования и выбрать подходящую платформу для онлайн-обучения

This study was conducted to determine students’ engagement in a Google classroom as well as their satisfaction and difficulties encountered in utilizing the said application. This study involved 29 students, 12 from the Bachelor of Secondary Education major in Biological Science (BSEd) 3C and 17 from the Bachelor of Science in Information Technology (BSIT) 3G, of Iloilo Science and Technology University Miagao Campus. Students’ engagement was based on their participation in the eight (8) assigned activities. Students’ satisfaction was based on their responses to the items on the instrument prepared by the researchers. The instrument used contained 18 items based on the ISO/IEC 25010 model. While the difficulties encountered was based on the problems they listed down. BSEd 3C students’ engagement was found to be higher than that of the BSIT 3G students. Both groups of students had at least high satisfaction on the Google classroom’s functional suitability and usability. Poor internet connection was the mostly identified difficulty encountered by them. Keywords: Google classroom, blended learning, e-learning, student engagement, learning management system. Title: Students’ Engagement, Satisfaction, and Difficulties Encountered in the Utilization of Google Classroom Author: Helen N. Perlas, Rex P. Flejoles International Journal of Computer Science and Information Technology Research ISSN 2348-1196 (print), ISSN 2348-120X (online) Vol. 11, Issue 2, April 2023 - June 2023 Page No: 71-76 Research Publish Journals Website: www.researchpublish.com Published Date: 12-May-2023 DOI: https://doi.org/10.5281/zenodo.7928152 Paper Download Link (Source) https://www.researchpublish.com/papers/students-engagement-satisfaction-and-difficulties-encountered-in-the-utilization-of-google-classroom, International Journal of Computer Science and Information Technology Research, ISSN 2348-1196 (print), ISSN 2348-120X (online), Research Publish Journals, Website: www.researchpublish.com

he present research was implemented in a private high school in Guayas province, Ecuador. In this study participated 22 female students from 9th grade. The age of the students ranged from 12 to 13 years old. The level of these students was A1 according to the English First proficiency test that considers reading and listening skills aligned to the CEFR. Action research was applied, and quantitative instruments were used to collect data. A pretest was taken at the beginning of this research to assess writing skills using a rubric and a post-test to compare results. A survey with fifteen items was applied to determine the problems or difficulties of participants; the results of the survey evidence that participants expressed satisfaction with the outcomes developed by this research. Participants indicated positive comments from the survey regarding their perspectives on Collaborative learning in Google Classroom. Participants also found it useful to take part in this innovation because they were aware of the importance of formal letters and business-related subjects. This research is addressed to people in education such as teachers, authorities, and researchers interested in writing, ESL, and collaborative learning., {"references":["Clement, A., & Murugavel, T. (2018). English for the workplace: The importance of English language skills for effective performance. Journal the English Classroom, 20(1), 1-15. Retrieved from","Cronquist, K., & Fiszbein, A. (2017). English language learning in Latin America.Retrieved from https://www.thedialogue.org/wp-content/uploads/2017/09/English-Language-Learning-in-LatinAmerica-Final-1.pdf","Staton, S., & Fiszbein, A. (2019). Work in Progress: English Teaching and Teachers in Latin America. Retrieved from https://www.thedialogue.org/wp-content/uploads/2019/11/white-paper-2019-completofinal.pdf","Ministerio de Educación. (2019). Currículo de los niveles de educación obligatoria","Subnivel Medio [Mandatory educational levels. Sub-level Middle]. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2016/03/Curriculo1.pdf","Fareed, M., Ashraf, A., & Bilal, M. (2016). ESL Learners writing skills. Problems, factors, and suggestions. Journal of Education and Social Sciences, 4(2), 81-92. Retrieved from https://www.researchgate.net/publication/311669829_ESL_Learners'_Writing_Skills_Problems_Factors _and_Suggestions","Islam, S. (2019). Bangladeshi university students` perception on using Google"]}

The use of online learning platforms has definitely impacted the students and teachers in their educational delivery. This study assessed the effectiveness of Google Classroom and Blackboard Learn as online learning platforms. Using a descriptive survey research, five hundred and thirty-six (536) respondents were involved in the study: Four hundred and sixty-four (464) college students and seventy-two (72) faculty members. The researchers utilized a self-structured seven-point Likert scale questionnaire consisting of thirteen (13) statements on the use of Google Classroom and twenty-two (22) statements on Blackboard Learn. Open-ended questions were provided to determine the expectations on the usage of these two applications and suggestions for improvement. The results showed that Blackboard Learn is more effective when they are implemented to online classes than Google Classroom; whereas most of the faculty members have high perceptions in utilizing to these different platforms (Google Classroom = 5.62; Blackboard Learn = 5.79) than for those students (Google Classroom = 4.88; Blackboard Learn = 5.69). It is found out that students and teachers have different perceptions, whether positively or negatively. The researchers suggested that ICT department should equip both students and teachers with the complete tasks and activities on time without any hindrances or difficulties., {"references":["Abuhassna, H., Al-Rahmi, W. H., Yahya, N., Zakaria, M. A. Z. M., Kosnin, A. B. M., & Darwish, M. (2020). Development of a new model on utilizing online learning platforms to improve students' academic achievements and satisfaction. International Journal of Educational Technology in Higher Education, 17, 38. https://doi.org/10.1186/s41239-020-00216-z","Alhadreti, O. (2021). Assessing academics' perceptions of Blackboard usability using SUS and CSUQ: A case study during the COVID-19 pandemic. International Journal of Human-Computer Interaction, 37(11), 1003-1015. https://doi.org/10.1080/10447318.2020.1861766","Almusharraf, N. M., & Khahro, S. H. (2020). Students' satisfaction with online learning experiences during the COVID-19 pandemic. International Journal of Emerging Technologies in Learning, 15(21), 246-267. https://doi.org/10.3991/ijet.v15i21.15647","Alzieni, H. (2020). The effect of mobile learning on learner autonomy in the United Arab Emirates. In P. Vinogradova & J. K. Shin (Eds.), Contemporary foundations for teaching English as an additional language (pp. 240-245). Routledge.","Balsicas, N. W., Padohinog, E. C., Hala, P. A. R., & Bulauan, F. B. (2021). E-learning in COVID-19 pandemic: Preparedness, expectations, and concerns of private school students. Universal Journal of Educational Research, 9(3), 675-682. https://doi.org/10.13189/ujer.2021.090327","Baquiran, R. S., & Plata, K. C. (2022). Experience of a medical school in the Philippines on the sudden shift to online learning amidst COVID-19. Acta Medica Philippina, 56(14), 42-50. https://doi.org/10.47895/amp.vi0.3265","Cardullo, V. M., Wilson, N. S., & Zygouris-Coe, V. I. (2015). Enhanced student engagement through active learning and emerging technologies. In J. Keengwe (Ed.), Handbook of research on educational technology integration and active learning (pp. 1-18). IGI Global.","González-Durán, M., Hernández-Sánchez, T., Cuevas-Rodríguez, J., & López-Lambraño, Á. (2020). The use of Blackboard Ultra for synchronous and asynchronous online communication: Case study at the autonomous university of Baja California. In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), ICERI2020 Proceedings (pp. 7698-7705). http://dx.doi.org/10.21125/iceri.2020.1669","Heggart, K., & Yoo, J. (2018). Getting the most from Google Classroom: A pedagogical framework for tertiary educators. Australian Journal of Teacher Education, 43(3), 140-153.","Hernandez, R. M. (2021). Employing technology acceptance model (TAM): An analysis on students' reception on online learning platforms during Covid-19 pandemic. In 2021 IEEE International Conference on Automatic Control and Intelligent Systems (I2CACIS) (pp. 58-63). IEEE. https://doi.org/10.1109/I2CACIS52118.2021.9495865","Jaiswal, P. (2020). Integrating educational technologies to augment learners' academic achievements. International Journal of Emerging Technologies in Learning, 15(2), 145-159. https://doi.org/10.3991/ijet.v15i02.11809","Kinash, S., Brand, J., & Mathew, T. (2012). Challenging mobile learning discourse through research: Student perceptions of Blackboard Mobile Learn and iPads. Australasian Journal of Educational Technology, 28(4), 639-655. https://doi.org/10.14742/ajet.832","Leo, S., Alsharari, N. M., Abbas, J., & Alshurideh, M. T. (2021). From offline to online learning: A qualitative study of challenges and opportunities as a response to the COVID-19 pandemic in the UAE higher education context. In M. T. Alshurideh, A. E., Hassanien, & R. Masa'deh (Eds.), The effect of coronavirus disease (COVID-19) on business intelligence (pp. 203-217). Springer. https://doi.org/10.1007/978-3-030-67151-8_12","Liu, Z., Lomovtseva, N., & Korobeynikova, E. (2020). Online learning platforms: Reconstructing modern higher education. International Journal of Emerging Technologies in Learning, 15 (13), 4-21. https://doi.org/10.3991/ijet.v15i13.14645","Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012","Patterson, T. (2013). Blackboard learn administration. Packt Publishing Ltd.","Piotrowski, M. (2010). What is an e-learning platform? In Y. Kats (Ed.), Learning management system technologies and software solutions for online teaching: Tools and applications (pp. 20-36). IGI Global.","Prasetyo, Y. T., Ong, A. K. S., Concepcion, G. K. F., Navata, F. M. B., Robles, R. A. V., Tomagos, I. J. T., Young, M. N., Diaz, J. F. T., Nadlifatin, R., & Redi, A. A. N. P. (2021). Determining factors affecting acceptance of e-learning platforms during the COVID-19 pandemic: Integrating extended technology acceptance model and DeLone & McLean IS success model. Sustainability, 13(15), 8365. https://doi.org/10.3390/su13158365","Rohman, M., Baskoro, F., & Endahcahyaningrum, L. (2020). The effectiveness and efficiency of Google Classroom as an alternative online learning media to overcome physical distancing in lectures due to the Covid-19 pandemic: Student perspectives. In 2020 Third International Conference on Vocational Education and Electrical Engineering (ICVEE) (pp. 1-6). IEEE. https://doi.org/10.1109/ICVEE50212.2020.9243258","Sudarsana, I. K., Putra, I. B. M. A., Astawa, I. N. T., & Yogantara, I. W. L. (2019). The use of Google classroom in the learning process. Journal of Physics: Conference Series, 1175, 012165. https://doi.org/10.1088/1742-6596/1175/1/012165","Zhang, M. (2016). Teaching with Google Classroom. Packt Publishing Ltd."]}

The purpose of this study was to find out whether there is an influence between online learning using Google Classroom media on student learning outcomes in Class XI Lathe Machinery Engineering at SMKN 5 Medan, North Sumatera, Indonesia. This research used quantitative methods. The population in this study were students of class XI SMKN 5 Medan with a descriptive statistical approach. Questionnaires and tests are used to collect data. Furthermore, simple linear regression analysis was used to analyze the data. Based on the research findings, it is known that the sig. of 0.009, which is less than the alpha value of 0.05, means that Ho is rejected and Ha is accepted. As a result, online learning using Google Classroom has a significant influence on student learning outcomes Lathe Engineering at SMK Negeri 5 Medan by 10.3%. The percentage of 10.3% is derived from the R Square value, which is 0.103 or the equivalent of 10.3%, while the remaining 89.7% is influenced by other factors.

Discovery learning learning model is a student activity to understand the intent, meaning, concept and connect something by stimulating their intuitive so that they can draw a conclusion. However, it is still difficult to apply during the pandemic by studying online. The purpose of this study was to determine the response and application of the Discovery Learning learning model online using google classroom to improve student learning outcomes. This type of research is classroom action research. The subjects in the research were students of class XI AKL 1 State Vocational High School 1 State for the 2019/2020 academic year, while the object of this research was a study of understanding the subject of Tax Administration and student responses to the Discovery learning model. This study used several cycles including (1) planning, (2) action, (3) observation, and (4) evaluation and reflection. Based on the results of the study, it can be concluded (1) The application of the Discovery Learning learning model online using google classroom can improve student learning outcomes. (2) There is a positive response from students to the application of the Discovery Learning learning model online using Google Classroom to improve Tax Administration learning outcomes in class XI AKL 1 SMK Negeri 1 Negara for the academic year 2019/2020. This can be seen from the average value of the comparison pre-cycle, cycle I, and cycle II there is an increase

The purpose of the articleis to create a cloud LMS (Learning Management System) analysis and visualization of statistics. The research methodologyis cloud information processing technologies. The novelty of the researchis the implementation of a new training course on the use of modern means of data visualization in the form of cloud LMS. Conclusions.The material presented in the article gives a clear example of cloud technology usage in distance education. The materials of the training course “Information and Analytical Programs and Services” are implemented in the form of a cloud LMS based on the Google Classroom platform using a modern structure of material presentation.

Teaching and learning have improved in the twenty-first century as numerous pedagogical technologies have been produced to support learning throughout the universe, where traditional classrooms have been turned into virtual classrooms to facilitate blended learning. The Nigerian education system has suffered a setback as a result of the COVID-19 pandemic and the country's strong insecurity concerns, both of which have had a significant impact on the country's education system, making it harder for students and teachers to collaborate in learning. This paper aimed to analyze the utilization of Google Classroom as a tool for teaching and learning in the Federal polytechnic Mubi. The study used a total of 475 questionnaires to collect data from Lecturers of the institution, and a simple percentage was used to analyze the results. Our findings revealed that 55% of the respondents believed that Google Classroom made it easy to upload course materials to students, 65% also believed that Google Classroom made it easy to grade students’ assignments/quizzes, and 61% likewise attested that Google Classroom was of great significance in timely completion of course delivery and assessment. Therefore, this paper concluded that Google Classroom was utilized in the Federal Polytechnic Mubi amidst insecurity and COVID-19 challenges. The paper recommends the adoption of Google Classroom as a tool to enhance blended learning in Nigerian tertiary institutions.

The Coronavirus 2019 outbreak caused the world to experience a pandemic and paralyze human activities, including the education sector. Consequently, the teaching-learning system changed from face-to-face to online. This study aimed to determine how high school students' preferences and challenges in Pekanbaru city employing the Google Classroom to learn English. This descriptive study involved 30 high school and vocational high school students as the sample who obtained through purposive sample technique. Google Form and interviews with Zoom were employed to gather the data. This study found that Google Classroom was quite effective in helping students replace the learning process during a pandemic with an online learning system. &nbsp

This study aims to increase learning independence and learning outcomes of big ball games through the application of google classroom when learning from home in class X MIPA students of public senior high school 1 Melaya in the academic year 2021/2022. The type of research used is qualitative research. The subjects used in this study were all students of class X MIPA public senior high school 1 Melaya Academic Year 2021/2022, totaling 144 people (71 men and 73 women). Data were analyzed using descriptive and computerized statistical analysis. (1) The average result of the assignment assessment is 81,39 and the average daily assessment result on the big ball game material is 76,04, and the overall average result is 78,72. (2) The results show that 22,2% answered very easy to understand, 75% answered easy to understand, and 2,8% answered very difficult to understand. (3) The survey results 13.2% answered very easy to do, 83,3% answered easy to do, and 3,5% answered very difficult to do. (4) The results show that 28,5% answered very satisfactorily, 69,4% answered satisfactorily, and 2,1% was very unsatisfactory. So the use of google classroom when learning from home is very effective in increasing the independence of students' learning. It is recommended that PJOK teachers can implement google classroom during the covid 19 pandemic.

Proses pembelajaran adalah salah satu aspek yang terdampak perkembangan teknologi, seorang guru dituntut tidak hanya mampu menyampaikan materi dengan baik tapi sekaligus juga menjadi fasilitator yang baik dalam menyampaikan materi sebagai bentuk proses pembejaran yang efektif dan efisien, kendala dari permasalahan pembelajaran konvensional dapat diatasi dengan menyediakan sarana pembelajaran yang baik dan fleksibel menggunakan aplikasi berbasis Learning Management System (LMS), dalam proses pengabdian masyarakat dilakukan proses pelatihan kepada para guru SMA dari SMAK St. Albertus Malang dan fasilitator dari pelatihan ini adalah dosen Institut Informatika Indonesia, pada pelatihan ini menggunakan metode interaktif dan praktek langsung dengan menggunakan salah satu aplikasi LMS yaitu Google Classroom. Aplikasi ini dipilih karena mudah digunakan dan telah dikenal secara umum, selain pelatihan dengan menggunakan Google Classroom, para peserta juga dibekali dengan pengetahuan umum tentang fitur dan fasilitas google lainnya, hasil dari pelatihan ini adalah adanya penambahan wawasan baru yang dapat digunakan guru untuk meningkatkan proses pembelajaran dikelas dan meningkatkan interaksi antara para guru dan murid sehingga kualitas pembelajaran pada kelas tersebut menjadi lebih baik.

The study investigated college of education lecturers’ performance-expectancy, effort-expectancy, and acceptance to use Google Classroom for classroom instruction. In Niger State, Nigeria. A descriptive survey research design was employed for the study and the population for the study was 1183 college of education lecturers from the two colleges o education in Niger State. Research advisor (2006) was used to obtain a sample size of 148 and purposive sampling was used to select the respondents. Data were obtained using a questionnaire with two major sections, section two has 23 items which were subdivided into three sections titled “instrument for investigating lecturers’ performance-expectancy, effort-expectancy, and acceptance to use google classroom in colleges of education in Niger state” which was validated by 2 experts in Educational Technology. The instrument was trial tested on 20 colleges of education lecturers. Cronbach Alpha statistical formula was used to establish the reliability coefficient of 0.85,0.83 and 0.78. from the findings, college of education lecturers’ performance-expectancy, effort-expectancy, and acceptance to use Google Classroom for the educational purpose was positive. In addition, there was no significant difference between male and female college of education lecturers’ performance-expectancy, effort-expectancy, and acceptance to use Google Classroom for classroom instruction in Niger State. Among other recommendations raised was that: College of education lecturers should integrate Google Classroom in their educational activities., {"references":["Amantha J., Bervell B., (2019). Google Classroom for mobile learning in higher education: Modelling the initial perceptions of students.Retrieved from https://researchgate.net","Devraj Moonsamy&Irene Govender (2018). Use of Blackboard Learning Management System: An Empirical Study of Staff Behavior at a South African University. Retrieved from https://researchgate.net","Hinkelman, D. (2018). Evolution of Blended Learning. In Blending Technologies in Second.","Hwang, G.-J., Lai, C.-L., & Wang, S.-Y. (2015). Seamless flipped learning: a mobile technology-enhanced flipped classroom with effective learning strategies. Journal of Computers inEducation, 2(4), 449–473. https://doi.org/10.1007/s40692-015-0043-0.","Maina M.K., Nzuki D.M., (2015). Adoption Determinants of E-learning Management System in Institutions of Higher Learning in Kenya: A Case of Selected Universities in Nairobi Metropolitan.Retrieved from https://researchgate.net","O'Byrne, W. Ian, & Pytash, Kristine E. (2015). Hybrid and Blended Learning. Journal ofAdolescent & Adult Literacy, 59(2), 137–140. https://doi.org/10.1002/jaal.463","Prasara Jakkaew & Sirichai Hemrungrote (2017). The use of UTAUT2 model for understanding student perceptions using Google Classroom: A case study of Introduction to Information Technology course. Retrieved from https://researchgate.net","Raman A., Don Y., Khalid R.,& Rizuan M. (2014). Usage of Learning Management System (Moodle) among Postgraduate Students: UTAUT Model. Retrieved from https://researchgate.net","Rana A., Al-Maroof S.,&Al-Emran M., (2018). Students Acceptance of Google Classroom: An Exploratory Study using PLS-SEM Approach.Retrieved from https://researchgate.net","Samaila K., Abdulfattah K.,Amir F.A, (2017). Learning Management System Usage with Postgraduate School: An Application of UTAUT Model.Retrieved from https://researchgate.net","Sodiq Onaolapo& Olawale Oyewole(2018).Performance Expectancy, Effort Expectancy, And Facilitating Conditions as Factors Influencing Smart Phones Use for Mobile Learning By Postgraduate Students Of The University Of Ibadan, NIGERIA.Retrieved from https://researchgate.net","Zhao, Y., & Breslow, L. (2013). Literature review on hybrid/blended learning. Teaching and Learning Laboratory (TLL), 1–22."]}

PPT INACELT 2020

This Lockdown not only turned the domain of the everyday lives and made everyone pause to take a relook at their fast paced lives but also pushed the teachers / lecturers to stop and look into innovative teaching methods albeit in a very different platform – The omnipresent Online. As a Mathematics faculty, I had to shift to a different online platform to not just teach but also give Second Internals Test, which was to be completed before the Lockdown. The college usually tests the students for a total of 30 marks for both the First Internals Test and the Second Internals Test. Therefore we were all required to administer the test in the online platform itself. This author used the Google Forms to conduct the online test for 30 Marks. Therefore this paper will be a record of the innovative evaluative methods used by this Author. The students could take the online test and evaluate themselves and the results could be seen instantaneously. &nbsp

Distance form of education provides access to training for a wide range of people who for some reason can not be trained traditionally. However, when learning from a distance, there is a lack of communication with teachers and fellow students, which is the most important information channel in the learning process. The article provides an analytical overview of the functional features of the most popular educational tools (Edmodo educational network, Google Classroom online environment, etc.) that use the power of social media to help students in the learning process, and teachers to interact with each other and learners who are partially able to minimize lack of direct communication with their social group. The statistics of attendance of sites, suitable for effective use in distance learning, is given, which indirectly estimates their popularity. The development of such tools will make it easier for trainees to find like-minded people in the future, create joint projects, find employment, etc.

Distance form of education provides access to training for a wide range of people who for some reason can not be trained traditionally. However, when learning from a distance, there is a lack of communication with teachers and fellow students, which is the most important information channel in the learning process. The article provides an analytical overview of the functional features of the most popular educational tools (Edmodo educational network, Google Classroom online environment, etc.) that use the power of social media to help students in the learning process, and teachers to interact with each other and learners who are partially able to minimize lack of direct communication with their social group. The statistics of attendance of sites, suitable for effective use in distance learning, is given, which indirectly estimates their popularity. The development of such tools will make it easier for trainees to find like-minded people in the future, create joint projects, find employment, etc.

Pembelajaran JArak Jauh dengan Aplikasi Google Classroom sebagai Kelas Maya

This paper with the title isDEVELOPING ENGLISH COURSES SIMPLE PRESENT TENSE LEARNING USING GOOGLE CLASSROOM we explain how to use these platforms to develop learning English An example is what we have developed in learning grammar using google Classroom. &nbsp

This paper with the title is DEVELOPING ENGLISH COURSES SIMPLE PRESENT TENSE LEARNING USING GOOGLE CLASSROOM we explain how to use these platforms to develop learning English An example is what we have developed in learning grammar using google Classroom., {"references":["https://edu.google.com/intl/id/products/classroom/?gclid=CjwKCAiAi_D_BRApEiwASslbJygZVXBy_1V0_xyFdaUiYdBhPnoD8cpkh6sEocFUsfVpRaMxGvYaQxoCWw8QAvD_BwE#%2Fready-to-go","https://www.grammarly.com/blog/simple-present/"]}