Distance Learning of Geographic Information Systems Using Google Classroom: Students’ Assessment and Perception

Abstract

Distance education at universities during the COVID-19 pandemic was implemented through various so-called learning management systems (LMSs). These environments are primarily used for teacher–student communication, assignment, and sharing of learning materials, testing, and assessment. This article aims to evaluate the Google Classroom environment’s perception by university students of the courses Teaching Academic Subjects and Geography, forced to study through distance learning during the second half of the semester. Students filled out a questionnaire focused on the perception and evaluation of the Google Classroom environment at the end of the semester. The students were divided into two groups, depending on whether they worked in the Google Classroom environment for the first time or not. The results were evaluated using the Wilcoxon rank-sum test and the semantic differential method. The results show students’ positive attitudes toward this environment, even though some were working with it for the first time. The perception and identification of the strengths and weaknesses of learning environments are essential in their future use in creating curricula and analysis of possible further use in other subjects or situations.

在COVID-19期间, 各大学利用各种“学习管理系统”（Learning Management Systems, LMS）开展了远程教育。这些平台环境主要用于师生交流、布置作业, 共享学习材料、考试和评价。本文旨在评估“Teaching Academic Subjects and Geography”这门课程的下半学期被迫转为远程学习后, 学生们对谷歌课堂（Google Classroom）的认知。学生们在期末填写了一份谷歌课堂的感知和评价调查问卷。根据是否首次使用谷歌课堂, 学生们被分为两组。使用Wilcoxon秩和检验和语义差分方法, 对调查结果进行了评估。结果表明, 尽管有些学生是首次接触这种平台环境, 但学生们对此持积极态度。感知和认识到学习环境的优劣, 对于在未来课程建设中采用这些学习环境、其它课程或事件深入使用这些学习环境, 至关重要。

La educación a distancia en las universidades, durante la pandemia del COVID-19, se implementó a través de varios de los llamados sistemas de gestión de aprendizaje (LMSs). Estos entornos se usan primariamente para la comunicación maestro-estudiante, las asignaciones y el compartir de materiales de aprendizaje, la realización de pruebas y la evaluación. Este artículo pretende evaluar la percepción del entorno Google Classroom por estudiantes universitarios de los cursos de Enseñanza de las Asignaturas Académicas y Geografía, obligados a estudiar a distancia durante la segunda mitad del semestre. Al final del semestre, los estudiantes respondieron un cuestionario enfocado en la percepción y evaluación del entorno Google Classroom. Los alumnos fueron divididos en dos grupos, debido a si ellos trabajaron en el entorno Google Classroom por primera vez, o no. Los resultados fueron evaluados usando la prueba de suma de rangos de Wilcoxon y el método del diferencial semántico. Los resultados muestran actitudes positivas de los estudiantes hacia este entorno, pese a que algunos de ellos trabajaban con aquel por primera vez. La percepción e identificación de las fortalezas y debilidades de estos entornos de aprendizaje son esenciales para su futuro uso en la creación de currículos y en el análisis de la posibilidad de su posterior utilización con otras asignaturas o situaciones.

Key Words:

• distance learning
• geographic information systems
• Google Classroom
• students’ perception

关键词:

• 远程学习
• 地理信息系统
• 谷歌课堂
• 学生的感知。

Palabras clave:

• aprendizaje a distancia
• Google Classroom
• percepción de los estudiantes
• sistemas de información geográfica

Additional information

Notes on contributors

Michaela Žoncová

MICHAELA ŽONCOVÁ is an Assistant Professor in the Department of Geography and Geology at Matej Bel University in Banská Bystrica, Slovakia. E-mail: [email protected]. Her research interests include GIS, landscape changes, and information and communication technologies in education.

Jana Vojteková

JANA VOJTEKOVÁ is an Associate Professor in the Department of Geography, Geoinformatics and Regional Development at Constantine the Philosopher University in Nitra, Slovakia. E-mail: [email protected]. Her research interests include didactics of geography, land-use/land-cover changes, and natural hazards assessment with the support of geospatial technologies (GIS, remote sensing, and global navigation satellite systems).

Anna Tirpáková

ANNA TIRPÁKOVÁ is a Professor in the Department of Mathematics at Constantine the Philosopher University in Nitra, Slovakia. E-mail: [email protected]. Her research interests include probability theory, mathematical statistics, and theory of fuzzy sets and their applications.