Distance Learning of Geographic Information Systems Using Google Classroom: Students' Assessment and Perception

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F23%3A63559358" target="_blank" >RIV/70883521:28150/23:63559358 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/00330124.2022.2148696" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/00330124.2022.2148696</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/00330124.2022.2148696" target="_blank" >10.1080/00330124.2022.2148696</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Distance Learning of Geographic Information Systems Using Google Classroom: Students' Assessment and Perception

Popis výsledku v původním jazyce

Distance education at universities during the COVID-19 pandemic was implemented through various so-called learning management systems (LMSs). These environments are primarily used for teacher–student communication, assignment, and sharing of learning materials, testing, and assessment. This article aims to evaluate the Google Classroom environment’s perception by university students of the courses Teaching Academic Subjects and Geography, forced to study through distance learning during the second half of the semester. Students filled out a questionnaire focused on the perception and evaluation of the Google Classroom environment at the end of the semester. The students were divided into two groups, depending on whether they worked in the Google Classroom environment for the first time or not. The results were evaluated using the Wilcoxon rank-sum test and the semantic differential method. The results show students’ positive attitudes toward this environment, even though some were working with it for the first time. The perception and identification of the strengths and weaknesses of learning environments are essential in their future use in creating curricula and analysis of possible further use in other subjects or situations.

Název v anglickém jazyce

Distance Learning of Geographic Information Systems Using Google Classroom: Students' Assessment and Perception

Popis výsledku anglicky

Distance education at universities during the COVID-19 pandemic was implemented through various so-called learning management systems (LMSs). These environments are primarily used for teacher–student communication, assignment, and sharing of learning materials, testing, and assessment. This article aims to evaluate the Google Classroom environment’s perception by university students of the courses Teaching Academic Subjects and Geography, forced to study through distance learning during the second half of the semester. Students filled out a questionnaire focused on the perception and evaluation of the Google Classroom environment at the end of the semester. The students were divided into two groups, depending on whether they worked in the Google Classroom environment for the first time or not. The results were evaluated using the Wilcoxon rank-sum test and the semantic differential method. The results show students’ positive attitudes toward this environment, even though some were working with it for the first time. The perception and identification of the strengths and weaknesses of learning environments are essential in their future use in creating curricula and analysis of possible further use in other subjects or situations.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Professional Geographer

ISSN

0033-0124

e-ISSN

1467-9272

Svazek periodika

75

Číslo periodika v rámci svazku

5

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

13

Strana od-do

—

Kód UT WoS článku

000924743400001

EID výsledku v databázi Scopus

2-s2.0-85147556002