Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education

Google Classroom is practical for teachers and students as it makes the teaching and learning process more manageable. It is one of the practical pedagogical tools used by various higher educational institutions, as supported by previous studies. In line with this, the study is focused on exploring...

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Detalles Bibliográficos
Autor: Lobo, Joseph
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad Pablo de Olavide (UPO)
Repositorio:RIO. Repositorio Institucional Olavide
Idioma:inglés
OAI Identifier:oai:rio.upo.es:10433/20217
Acceso en línea:https://hdl.handle.net/10433/20217
Access Level:acceso abierto
Palabra clave:Acceptance
Google Classroom
Pedagogical Tool
PLS-SEM
Technology Acceptance Model
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spelling Students’ acceptance of google classroom as an effective pedagogical tool for Physical EducationGoogle Classroom en Educación Física: Evaluación de la aceptación estudiantil como herramienta pedagógicaLobo, JosephAcceptanceGoogle ClassroomPedagogical ToolPLS-SEMTechnology Acceptance ModelGoogle Classroom is practical for teachers and students as it makes the teaching and learning process more manageable. It is one of the practical pedagogical tools used by various higher educational institutions, as supported by previous studies. In line with this, the study is focused on exploring the factors that affect students’ acceptance of Google Classroom as an effective tool in learning Physical Education, adapting the Technology Acceptance Model (TAM). After obtaining data from 1,916 students currently taking minor PE in an online setting at City College of Angeles and after performing Partial Least Square-Structural Equation Modeling (PLS-SEM), the results revealed that students perceived ease of use positively predict their perceived usefulness of the LMS. Moreover, perceived ease of use positively influences students’ behavioral intention to use. Also, the students’ perceived usefulness increases behavioral intention to use Google Classroom in learning PE. Lastly, behavioral intent to use leverages students’ actual use of the educational platform. The findings of this study help the academic council and higher administration to decide if the said LMS can continuously be used as the college is still in a full-online learning modality. Recommendations and future research directions are also presented.Universidad Pablo de Olavide20242024-02-2720232023-12-1520232023-12-15journal articlehttp://purl.org/coar/resource_type/c_6501VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10433/20217reponame:RIO. Repositorio Institucional Olavideinstname:Universidad Pablo de Olavide (UPO)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessoai:rio.upo.es:10433/202172026-06-13T12:46:27Z
dc.title.none.fl_str_mv Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education
Google Classroom en Educación Física: Evaluación de la aceptación estudiantil como herramienta pedagógica
title Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education
spellingShingle Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education
Lobo, Joseph
Acceptance
Google Classroom
Pedagogical Tool
PLS-SEM
Technology Acceptance Model
title_short Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education
title_full Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education
title_fullStr Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education
title_full_unstemmed Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education
title_sort Students’ acceptance of google classroom as an effective pedagogical tool for Physical Education
dc.creator.none.fl_str_mv Lobo, Joseph
author Lobo, Joseph
author_facet Lobo, Joseph
author_role author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Acceptance
Google Classroom
Pedagogical Tool
PLS-SEM
Technology Acceptance Model
topic Acceptance
Google Classroom
Pedagogical Tool
PLS-SEM
Technology Acceptance Model
description Google Classroom is practical for teachers and students as it makes the teaching and learning process more manageable. It is one of the practical pedagogical tools used by various higher educational institutions, as supported by previous studies. In line with this, the study is focused on exploring the factors that affect students’ acceptance of Google Classroom as an effective tool in learning Physical Education, adapting the Technology Acceptance Model (TAM). After obtaining data from 1,916 students currently taking minor PE in an online setting at City College of Angeles and after performing Partial Least Square-Structural Equation Modeling (PLS-SEM), the results revealed that students perceived ease of use positively predict their perceived usefulness of the LMS. Moreover, perceived ease of use positively influences students’ behavioral intention to use. Also, the students’ perceived usefulness increases behavioral intention to use Google Classroom in learning PE. Lastly, behavioral intent to use leverages students’ actual use of the educational platform. The findings of this study help the academic council and higher administration to decide if the said LMS can continuously be used as the college is still in a full-online learning modality. Recommendations and future research directions are also presented.
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-12-15
2023
2023-12-15
2024
2024-02-27
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10433/20217
url https://hdl.handle.net/10433/20217
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Attribution-NonCommercial-NoDerivatives 4.0 International
http://creativecommons.org/licenses/by-nc-nd/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad Pablo de Olavide
publisher.none.fl_str_mv Universidad Pablo de Olavide
dc.source.none.fl_str_mv reponame:RIO. Repositorio Institucional Olavide
instname:Universidad Pablo de Olavide (UPO)
instname_str Universidad Pablo de Olavide (UPO)
reponame_str RIO. Repositorio Institucional Olavide
collection RIO. Repositorio Institucional Olavide
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.301603

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