Google Classroom: An online learning environment to support blended learning

Authors

  • Kizzy Beaumont Keele University

DOI:

https://doi.org/10.21100/compass.v11i2.837

Keywords:

Google, VLE, Virtual Classroom, Blended Learning

Abstract

Google Classroom is a free web service, providing a collaborative tool allowing users to create virtual classrooms, where by they can post assignments, organise folders, and view documents in real time. Google Classroom was initially adopted by the Student Learning Department at Keele University to create a blended approach to university-wide freestanding academic skills development workshops, providing an online community for students to share and open dialogue around topics discussed during workshops. The aim was to bring students from different faculties together and create a sense of community surrounding enhancement of academic practice. Google Classroom provides an intuitive and accessible interface for both staff and students. From both a student and staff perspective at Keele, feedback was very positive. Students engaged in discussions, answered and posed questions to encourage discussion, and gave feedback on resources. This article will demonstrate how the Student Learning Department at Keele University has used Google Classroom and shared user guidance for colleagues to explore in their own practice.

Author Biography

Kizzy Beaumont, Keele University

My current job role is as a Learning Developer and Teaching Fellow at Keele University within the Keele Institute for Innovation and Teaching Excellence (KIITE). I specifically support the Faculty of Natural Science along with over-seeing and developing our one-to-one tutorial service, Write Direction. I have previously worked within both further and higher education predominantly lecturing within animal science and wildlife conservation and ecology. I am a Fellow of the Higher Education Academy and hold a BSc (Hons) in Marine Biology and MSc in Biological Diversity.

References

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Published

12/10/2018

Issue

Vol. 11 No. 2 (2018)

Section

Technology Reviews

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