GOOGLE CLASSROOM FOR TEACHING IN OBAFEMI AWOLOWO UNIVERSITY DURING COVID-19: IMPLICATIONS FOR ADULT LEARNING IN A POST-PANDEMIC ERA

Adejoke Clara Babalola, Ismaila Bojang

Abstract


The COVID-19 pandemic accelerated the application of digital learning platforms in higher education, and Google Classroom emerged as one of the main tools for teaching and learning continuity. This study evaluated the extent of lecturers’ perceptions of Google Classroom in teaching at Obafemi Awolowo University. A descriptive survey design was used, and data were collected through a structured questionnaire with 80 purposively selected lecturers. The data were analysed using frequency counts and percentages. Results indicated that lecturers viewed Google Classroom positively because it helped to promote more flexibility, accessibility, collaboration, feedback and organization of learning. Nevertheless, it was noted that there were limitations of its application, which include a lack of support for practical and technical learning, a limited breadth of integration, infrastructural limitations and fears about promoting higher-order thinking and complex assessment approaches. The study concluded that Google Classroom and its use are a good teaching tool; however, it is not necessarily revolutionary. The effectiveness is conditional on digital skills as well as institutional support or technological infrastructure. The study suggests upgrading instructor training, enhancing technology assistance, embedding more digital tools in education systems and encouraging low-cost access to digital learning resources.

Keywords


Google Classroom; digital pedagogy, instructional delivery, lecturers’ perceptions, higher education

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i8.6985

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