Google Classroom as an ally in face-to-face education: the experience of accounting teachers and students
The Google Classroom platform has become widely used in school and academic environments in recent years, as well as other types of virtual learning environments (VLE). Therefore, this study aims to identify the perception of teachers and students regarding Google Classroom as a tool to support face...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | GUAL - Revista Universitária na América Latina |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/103767 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/gual/article/view/103767 |
| Access Level: | acceso abierto |
| Palabra clave: | Google Classroom Presencial teaching Experiences ensenanza presencial Experiencias Ensino presencial Experiências |
| Sumario: | The Google Classroom platform has become widely used in school and academic environments in recent years, as well as other types of virtual learning environments (VLE). Therefore, this study aims to identify the perception of teachers and students regarding Google Classroom as a tool to support face-to-face teaching in Accounting classes at a higher education institution. For this, it had a sample of 161 students and 20 teachers. This is a qualitative and quantitative research, carried out using two questionnaires, one for students and one for teachers, via Google Forms. The data were analyzed using descriptive statistics. According to them, students and teachers said they had high satisfaction with the Google Classroom platform, being of great help with face-to-face teaching, in addition to recommending it to other educational institutions, and other forms of learning, such as online and hybrid. This study contributed as an incentive for the adoption of digital information and communication technologies, even in face-to-face teaching, in order to increase proximity and communication between students and teachers outside the classroom, in addition to managing content and activities. |
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