Prospects for Online Instructional Delivery Using Google Classrooms: Implications for Higher Education in Sub-Sahara Africa

Jumoke I.  Oladele; Olawale S.  Koledafe; Dorcas S. Daramola

doi:10.52562/jdle.v1i3.227

Authors

Jumoke I. Oladele Faculty of Education, University of Ilorin, Kwara State, Nigeria
Olawale S. Koledafe Centre for Open and Distant Learning, University of Ilorin, Kwara State, Nigeria
Dorcas S. Daramola Faculty of Education, University of Ilorin, Kwara State, Nigeria

DOI:

https://doi.org/10.52562/jdle.v1i3.227

Keywords:

Online instructional delivery, Google Classroom, Prospects, Universities, Sub-Sahara Africa

Abstract

Technology is relevant in achieving educational development. Exploring how best to pattern and incorporate educational technology to engender sustainability remains relevant. It is against this backdrop that this study examined the Prospect of online instructional delivery in sub-Saharan African Universities using Google Classrooms ascertained concerning usability and accessibility while examining impending challenges. This study adopted a descriptive survey design. The study population was undergraduates enrolled at the University of Ilorin, Nigeria, a public institution owned by the Federal Government of Nigeria and the most soughed institution in terms of admission in the country. The target population was teacher trainees exposed to online instructional using Google Classrooms for 2018/2019 academic session. The study participants were purposively sampled; a total of 1933 participants. Data were gathered using a researcher designed questionnaire which was face and content validated. Three research questions were stated to examine accessibility, usability and challenges while the tested hypotheses were concerning prospects of Google Classroom for University of Ilorin undergraduates' learning across gender and departmental divides. Both descriptive statistics (Research Questions) and inferential statistics (Hypothesis) were employed in analysing data collected gathered. Significant findings revealed that Google Classroom holds prospects for innovative instructional approach for university undergraduates’ learning. However, there is a need to improve its level of accessibility to undergraduates to maximise its gains by making efforts to alleviate the challenges militating against smooth access to ensure sustainability in higher education in sub-Saharan Africa, apt in the current pandemic era.

Downloads

Download data is not yet available.

References

Abubakar, M. T. (2019). Assessment of College Students’ Preference on the Usage of Google Drive as a Learning Platform: An Empirical Evidence. American International Journal of Social Science Research, 4(2), 24-34. https://doi.org/10.46281/aijssr.v4i2.331

ACT Government (Education and Training) (n.d.). GOOGLE CLASSROOM: Guide for Students.

Afolabi, F. (2017). First-Year Learning Experiences of University Undergraduates in the Use of Open Educational Resources in Online Learning. International Review of Research in Open and Distributed Learning, 18(7). https://doi.org/10.19173/irrodl.v18i7.3167

Aina, J.K. & Abdurrahman, AO (2020). Mitigating the Impact of COVID-19 on the Teaching and Learning of Science in the Nigerian Higher Education. International Journal of Research and Innovation in Social Science (IJRISS), 4(6), 334 – 337.

Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of Google classroom: An exploratory study using PLS-SEM approach. International Journal of Emerging Technologies in Learning (iJET), 13(06), 112-123. https://doi.org/10.3991/ijet.v13i06.8275

Baytak, A., Tarman, B., & Ayas, C. (2011). Experiencing technology integration in education: children's perceptions. International Electronic Journal of Elementary Education, 3(2), 139-151.

Bevan, N., Carter, J., Earthy, J., Geis, T., & Harker, S. (2016, July). New ISO standards for usability, usability reports and usability measures. In International conference on human-computer interaction (pp. 268-278). Springer, Cham. https://doi.org/10.1007/978-3-319-39510-4_25

Bondarenko, O., Mantulenko, S., & Pikilnyak, A. (2019). Google Classroom as a tool of support of blended learning for geography students. arXiv preprint arXiv:1902.00775.

Burnett, C. (2011). Shifting and Multiple Spaces in Classrooms: An Argument for Investigating Learners’ boundary-making around Digital Networked Texts. Journal of Literacy & Technology, 12(3).

Coccoli, M., Guercio, A., Maresca, P., &Stanganelli, L. (2014). Smarter universities: A vision for the fast-changing digital era. Journal of Visual Languages & Computing, 25(6), 1003- 1011. https://doi.org/10.1016/j.jvlc.2014.09.007

Costley, K. C. (2014). The Positive Effects of Technology on Teaching and Student Learning. Online submission.

Dabrowski, A. (2020, October 5). Teaching over technology: educational priorities during COVID-19. Australian Council of Educational Research (ACER) Discover.

Davison, C. & Argyriou, E. (2016). Gender Preferences in Technology Adoption: An Empirical Investigation of Technology Trends in Higher Education. International Journal of Gender, Science and Technology, 8(3), 405-419.

Diallo, A. B. (n.d.). Technology, Africa and Learning. UNESCO Opinion Article 3.

Didham, R. J., & Paul, O. M. (2015). The Role of Education in the Sustainable Development Agenda: Empowering a learning society for sustainability through quality education; in IGES (2015)" Achieving the Sustainable Development Goals: From agenda to action".

Eaton, S. E. (2018). The Impact of Technology on how instructors Teach and how students Learn.

Eneza Education, 2016. [Online] Available at http://enezaeducation.com

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43-71. https://doi.org/10.1002/piq.21143

Ghavifekr, S. &Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science (IJRES), 1(2),175191.

Githiru, T. (2018). How Technology Can Improve Africa. Nairobi: techweez. https://techweez.com/2018/05/15/technology-can-improve-africa/

Goswami, A. & Dutta, S. (2015). Gender Differences in Technology Usage—A Literature Review. Open Journal of Business and Management, 4, 51-59. http://dx.doi.org/10.4236/ojbm.2016.41006

Gruszczynska, A., Merchant, G., & Pountney, R. (2013). Digital Futures in Teacher Education: Exploring Open Approaches towards Digital Literacy. Electronic Journal of e-Learning, 11(3), 193-206.

IT NEWS AFRICA (2016). Samsung Electronics opens fourth SMARTSchool Nigeria. https://www.itnewsafrica.com/2016/10/samsung-electronics-opens-fourth-smart-school-Nigeria/

Jamieson-Proctor, R., Albion, P., Finger, G., Cavanagh, R., Fitzgerald, R., Bond, T., & Grimbeek, P. (2013). Development of the TTF TPACK Survey Instrument. Australian Educational Computing, 27(3), 26-35.

Jukes, I., & Dosaj, A. (2005). Understanding Digital Kids (DKs): Teaching & learning in the new digital landscape. The Info Savvy Group.

Keesee, G. S. (2011). Learning theories. Retrieved from PB works: http://teachinglearningresources.pbworks.com/w/page/19919565/Learning%20Theories

Keser, H., Uzunboylu, H., & Ozdamli, F. (2012). The trends in technology supported collaborative learning studies in 21st century. World Journal On Educational, 3(2), 103-119.

Khoo, E., & Cowie, B. (2011). A framework for developing and implementing an online learning community. Journal of Open, Flexible, and Distance Learning, 15(1), 47-59.

Krumsvik, R. (2006). ICT-initiated school development in lower secondary school. Doctoral thesis. The University of Bergen, Bergen, Allkopi.

Kurt, S. (2010). Technology use in elementary education in Turkey: A case study. New Horizons in Education, 58(1), 65-76.

La Valle, A. & Blake, M. 2001. The National Adult Learning Survey. Research Report 321, London, DfES.

Lei, J. (2009). Digital natives as pre-service teachers: What technology preparation is needed? Journal of Computing in Teacher Education, 25(3), 87-97.

Matthew, K. (2018). The digital divide – where are we now? IITNEWSAFRICA: General. https://www.itnewsafrica.com/2018/08/the-digital-divide-where-are-we-now/

Miller, S. (2011). Student voices for change. Learning and Leading with Technology, 38(8), 20- 23.

Mourdoukoutas, E. (2019). Digital revolution holds bright promises for Africa. Africa Renewal, 31(3), 16-17. https://doi.org/10.18356/d0141748-en

Muslimah, A. (2018). A Survey On The Use Of Google Classroom In English Language Education Department Of Islamic University Of Indonesia. A Sarjana Pendidikan Degree Thesis, Islamic University Of Indonesia.

Norris, C., Sullivan, T., Poirot, J., & Soloway, E. (2003). No access, no use, no impact: snapshot surveys of educational technology in K# x2013; 12. Journal of research on technology in Education, 36(1), 15-27. http://dx.doi.org/10.1080/15391523.2003.10782400

Odedra, M., Lawrie, M., Bennett, M. & Goodman, S. (n.d.). Information Technology in Sub-

Saharan Africa. In A. B. Ali-Dinar (Ed.) International Perspectives CACM. University Of Pennsylvania: African Studies Center. http://www.africa.upenn.edu/Comp_Articles/Information_Technology_117.html

Oluwatobi, S., & Olurinola, O. (2015). Mobile learning in Africa: strategy for educating the poor. Social Science Research Network (SSRN)-Online. http://dx.doi.org/10.2139/ssrn.2606562

Onyeji-Nwogu, I., Bazilian, M., & Moss, T. (2017). The digital transformation and disruptive technologies: challenges and solutions for the electricity sector in African markets.

Ouyang J. R. & Stanley N. (2014). Theories and research in educational technology and distance learning instruction through blackboard. Universal Journal of Educational Research 2(2) 161-172

Prensky, M. (2001). Digital natives, digital immigrants, part 1. On the horizon, 9(5), 1-6.

Price, S., & Oliver, M. (2007). A framework for conceptualising the impact of technology on teaching and learning. Journal of Educational Technology & Society, 10(1), 16-27.

Raja, R. & Nagasubramani, P.C. (2018). Impact of modern technology in education.Journal of Applied and Advanced Research, 3(Suppl. 1), S33-S35.

Rodríguez, P., Nussbaum, M., & Dombrovskaia, L. (2012). ICT for Education: a conceptual framework for the sustainable adoption of technology-enhanced learning environments in schools. Technology, Pedagogy and Education, 21(3), 291-315. https://doi.org/10.1080/1475939X.2012.720415

Sauer, J., Sonderegger, A., & Schmutz, S. (2020). Usability, user experience and accessibility: towards an integrative model. Ergonomics, 63(10), 1207-1220. https://doi.org/10.1080/00140139.2020.1774080

Schneider, M., & Stern, E. (2010). The cognitive perspective on learning: Ten cornerstone findings (pp. 69-90). The nature of learning: using research to inspire practice.

Selwyn, N. (2003). Defining the ‘digital divide’: Developing a theoretical understanding of inequalities in the information age. In: Hafkin, N. and Taggart, N. Gender, information technology, and developing countries: an analytic study, for the Office of Women in Development Bureau for Global Programs, Field Support and Research, United States Agency for International Development (USAID).

Sosa Neira, E., Salinas Ibáñez, J., & De Benito Crosetti, B. (2018). Factors that facilitate or limit the incorporation of emerging technologies in the classroom. International Online Journal of Education and Teaching (JET), 5(1), 38-59.

Srivastava, K., & Dey, S. (2018). Role of digital technology in teaching-learning process. IOSR Journal of Humanities and Social Science, 23(1), 74-79. DOI: 10.9790/0837-2301057479

Udosen, I. N., & Adie, P. I. (2019). Google Classroom for Distance Learners by National Teachers’ Institute: A Case Study of Calabar Study Centre. International Journal of Computer Science and Information Technology Research, 7(1), 46-55.

Ugwuegbe, U., Iloh, E. &Urama, N.E. (2018). Meeting the 2030 SDG in Nigeria: The Role of Entrepreneurship Development. AfriHeritage Policy Brief No. 16, May, 2018. http://uis.unesco.org/en/news/education-data-release-one-every-five-children- adolescents-and-youth-out-school

Umamah, N. (2019, March). Google Classroom: as a media of learning history. In IOP Conference Series: Earth and Environmental Science (Vol. 243, No. 1, p. 012156). IOP Publishing.

UNESCO. (2020, March 4). Education: From disruption to recovery. UNESCO. https://en.unesco.org/covid19/educationresponse

United Nations Educational, Scientific and Cultural Organization (UNESCO) (2018). Education Data Release: One in Every Five Children, Adolescents and Youth is Out of School. Fact Sheet No. 48 February 2018

University of South Australia (2019). Building teacher and student understanding through enquiry, exploration and collaboration. Available online at https://www.unisa.edu.au/Samsung-SMARTSchool

Van Melle, E., Cimellaro, L., & Shulha, L. (2003). A dynamic framework to guide the implementation and evaluation of educational technologies. Education and Information Technologies, 8(3), 267-285. https://doi.org/10.1023/A:1026312110143

Watt, E. (2017). Two years on, what's happening on the global goal for Education? Theirworld News, September 25, 2017. https://theirworld.org/news/what-progress-on-education-targets-sustainable-development-goals

Wegge, K. P., & Zimmermann, D. (2007, July). Accessibility, usability, safety, ergonomics: concepts, models, and differences. In International Conference on Universal Access in Human-Computer Interaction (pp. 294-301). Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-73279-2_33

World Bank’s World Development Report (2016). Digital Dividends. Washington DC: International Bank for Reconstruction and Development/The World Bank

World Economic Forum (2015). Future of Economic Progress: Why Education is the key to sustainable development.

Yusuf, M. O. (2005). Information and communication technology and Education. Analysing the Nigerian national policy for information technology. International Education Journal, 6(3), 316 – 321.

Zhang, D., Zhao, J. L., Zhou, L., & Nunamaker Jr, J. F. (2004). Can e-learning replace classroom learning? Communications of the ACM, 47(5), 75-79. https://doi.org/10.1145/986213.986216