[论文解读] Google Classroom as a Tool of Support of Blended Learning for Geography Students

Olha Bondarenko, Світлана Мантуленко+1 more|Digital Library NAES of Ukraine (National Academy of Educational Sciences of Ukraine)|Feb 2, 2019

Educational Innovations and Challenges参考文献 4被引用 14

一句话总结

本研究评估了谷歌课堂在地理教育混合式学习中的支持作用，证明其在统一课内外学习、提升学生参与度及改善学业表现方面具有显著效果。三年间，使用谷歌课堂使达到足够学业水平的学生人数明显增加，低分学生人数相应减少。

ABSTRACT

The article reveals the experience of organizing blended learning for geography students using Google Classroom, and discloses its potential uses in the study of geography. For the last three years, the authors have tested such inclass and distance courses as "Cartography and Basics of Topography", "Population Geography", "Information Systems and Technologies in Tourism Industry","Regional Economic and Social World Geography (Europe and the CIS)", "Regional Economic and Social World Geography (Africa, Latin America, Asia,Anglo-America, Australia and Oceania)", "Socio-Economic Cartography". The advantages of using the specified interactive tool during the study of geographical disciplines are highlighted out in the article. As it has been established, the organization of the learning process using Google Classroom ensures the unity of in-class and out-of-class learning; it is designed to realize effective interaction of the subjects learning in real time; to monitor the quality of training and control the students' learning achievements in class as well as out of it, etc. The article outlines the disadvantages that should be taken into account when organizing blended learning using Google Classroom, including the occasional predominance of students' external motivation in education and their low level of readiness for work in the classroom; insufficient level of material and technical support in some classrooms; need for out-of-class pedagogical support; lack of guidance on the content aspect of Google Classroom pages, etc. Through the test series conducted during 2016-2017, an increase in the number of geography students with a sufficient level of academic achievements and a decrease of those with a low level of it was revealed.

研究动机与目标

• 调查谷歌课堂在支持地理学科学生混合式学习方面的有效性。
• 识别将谷歌课堂整合进地理课程的优缺点。
• 评估谷歌课堂对学生学业成就及课堂参与度的影响。
• 评估数字工具在提升课内外地理教育连续性与质量方面的作用。

提出的方法

• 在三年内于六个地理课程中实施谷歌课堂。
• 利用谷歌课堂分发课程资料、布置任务，并促进师生之间的实时互动。
• 整合形成性评估与进度追踪机制，以监测课内外学生的学习成果。
• 通过课程评估与学业数据收集，采用混合方法研究方法。
• 建立反馈机制，以应对课堂实施过程中出现的技术与教学挑战。
• 采用结构化课程设计，确保不同学习环境中内容的一致性与学生可及性。

实验结果

研究问题

• RQ1 谷歌课堂如何支持地理教育中课内外学习的整合？
• RQ2 在混合式地理课程中使用谷歌课堂的主要优势与挑战是什么？
• RQ3 谷歌课堂在多大程度上提升了地理学科学生学业表现？
• RQ4 该工具如何影响混合式学习环境中学生的动机与参与度？
• RQ5 在地理教育中有效实施谷歌课堂需要哪些教学与技术支持？

主要发现

• 谷歌课堂有效统一了课内外学习体验，支持了学生的持续参与。
• 该平台增强了实时互动，并实现了对学生学习进展与学习成果的系统性监控。
• 观察到达到足够学业水平的地理学科学生人数显著增加。
• 在2016–2017学年测试系列中，学业表现较低的学生人数相应减少。
• 尽管存在诸多优势，仍发现外部学生动机不足、课堂准备度低以及技术基础设施不足等挑战。
• 本研究强调了需要持续提供课外教学支持，并在谷歌课堂页面上实现更清晰的内容组织。