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Technology is very much pervasive in today's world and the educational systems are rapidly adjusting to technology to the extent that it contributed to the advancement of education. Information, communication, and technology (ICT) are significant now by seeing it being introduced into a wide range of schooling activities like Google Classroom. Google Classroom is a technology that connects educators and students, allowing them to communicate with one another through a virtual online class with the various feature. This study intends to investigate students' perception toward Google Classroom Stream, one of the GC's features, as well as the difficulties they faced when utilising it in a writing class. The research involved 35 participants consisting of Year 6 primary students in SJK(C) Shih Chung Cawangan, a Chinese Primary school located in Penang Island, Malaysia. This research study used a descriptive qualitative method and the data were collected through questionnaires and interviews. The questionnaire is made up of nine questions divided into two themes: the first is about students' acceptance while the second is regarding their performance about Google Classroom Stream. Fifteen students were interviewed to seek more information about their challenges using the platform. The findings of this study demonstrated that students have positive opinions of learning through Google Classroom Stream, owing to the availability of feedback and quick access to learning materials. The main issues that arose were the lack of internet access, as well as the varying displays on different devices and preferences on a private chat section. [ABSTRACT FROM AUTHOR]

The COVID 19 pandemic has led us to use Google classroom in the teaching and learning process worldwide since it is easily accessible at any time to an unlimited number of learners. Despite many benefits claimed, previous literature also cautioned on challenges associated with this web-based platform, especially from the learners' point of view. Intrigued by these issues, the objective of this study is to explore the benefits and challenges in the adoption of Google classroom from the educators' perspective by referring to the Technology Acceptance Model (TAM). Thus, a phenomenography study had been employed, involving forty accounting lecturers from one of the universities in Malaysia. Data were gathered through an open-ended questionnaire and analysed qualitatively using NVivo 14. The results indicated that five emergent themes derived from the benefits namely outcome and process satisfaction, ease of use, paperless and usefulness. Meanwhile, four themes were elicited for challenges; attitude, student engagement, effort expectancy and facilitating condition. The benefits indicate the vast potential of online learning, while the challenges provide insight into what needs to be done. Hence, the optimum use of this web-based platform will enhance quality education and promote lifelong learning opportunities for both educators and learners. [ABSTRACT FROM AUTHOR]

Google Classroom (GC) has provided affordances for blended learning in higher education. Given this, most institutions, including Malaysian higher educational institutions, are adopting this learning management system (LMS) technology for supporting out of classroom pedagogical. Even though quantitative evidence exists to confirm the usefulness of GC usage, there is the need to also have qualitative narratives from students and instructors to obtain details on actual experiences. In view of this, the study attempted to fill this gap by way of a qualitative approach with data collected from seventeen students and three instructors from a Malaysian higher education institution. The study revealed usefulness and easiness were the main factors influencing the use of GC from both perspectives. However, concerns raised by students were based on privacy issues, peer interaction, and interface design, whereas instructors, while supported some of these concerns, added challenges in access to GC learning analytics and cloud storage. Recommendations from this study may offer some implications for the adaptation of GC in higher education. [ABSTRACT FROM AUTHOR]