CHAPTER II REVIEW OF LITERATURE
B. Some Partinent Ideas
3. Mobile Learning
a. Definition of Mobile Learning
According to (Laurillad and Pachler, 2007) Mobile learning is the digital support of adaptive, exploratory, collaborative, communicative, and productive learning activities in distance learning and it offers a wide range of venues in which the teacher can work. On the other hand, students now have more access to information thanks to the recent use of technology to disseminate knowledge. Mobile learning changes the roles and responsibilities of the learners. The role of the teacher changes slowly towards that of a consultant.
According to Sirigusa (2007), the detail and extent of the content provided to students may vary depending upon the students' pedagogical needs. All skate holders should be decided in consultation with the learning content. It includes students, teachers and parents.
Assessment is an important part of any distance learning program.
Therefore, students evaluation should make via database logs, online exams, chat room, discussion board, online quizzes or project evaluation. Google Classroom has been demonstrated to be benefical in raising motivation, enhancing interaction and linguistic attitudes, fostering leaner autonomy and reducing language anxiety in educational settings. Additionally, Google Classroom was employed to examine how it affected integrated skills. Finally, this research shows that using Google Classroom is highly beneficial and valuable to improving
students' skills capacities, discipline, and meeting the government's need to keep the teaching learning process.
b. Effects of Technology on Learning Processes
According to (Hung & Yyen, 2010) The effects of the use of technology in educational institutions have been proven, showing that technology can help in various educational processes. Positive effects of technology on learning processes, such as:
a. Teachers can be given a benefit from technology, which helps them in distance learning.
b. The integration of technology has been advocated and supported in various countries around the world.
c. Educational factors and technology allow for improved, included, and given equitable possibilities for all individuals' development and training by teachers.
According to Willis (1993) describes the strategies which are effective in distance learning such as developing appropriate methods of feedback and reinforcement, optimizing content and pace, adapting to different student learning styles. Furthermore, in the context of possible worries regarding distance learning, the teachers clarified reservations about technical challenges that could obstruct the learning process. In this problem, teachers' misunderstanding of how the student will be evaluated.
The difficulty of using a handphone and laptop is a hurdle in distance learning. The teachers have to improve their skills in distance learning.
According to the findings of previous studies and the evaluation of educational policies, teachers have limited skills and knowledge for integrating technology into distance learning. Technology is a tool that can be used to stimulate learning or be an important tool for improving educational quality. The use of Google Classroom has met all of the educational world's expectations. This medium has proven effective in helping educators carry out learning activities.
The effectiveness of distance learning through Google Classroom is measured in terms of ease, quality, and effectiveness. According to Permata and Bakhi (2020), which states that Google Classroom is effective in distance learning, such as accessing it more efficiently by teachers and students. The benefits of Google Classroom for distance learning:
1. Google Classroom has proven to be excellent for carrying out learning activities.
2. The use of Google Classroom can help students develop a positive attitude toward learning through the process of distance learning.
3. Another point of view is that the advantages of Google Classroom might increase students' passion and interest in the learning process because it is enjoyable.
c. The Use of Google Classroom Application
Google Classroom is a web service developed by Google for schools that aims to simplify the process of creating, distributing, and grading assignments. The Google Classroom application helps the process of collecting assignments by students and teachers more easily check the results of student work quickly without spending a lot of energy. According to (Nurhayati et al., 2019) the use of Google Classroom is practically easy and interesting to the students however, features provided by Google Classroom sometimes makes the user confused.
The study can be beneficial in understanding and evaluating excellent perspectives in teaching and learning by teachers and students through the use of Google Classroom. Google Classroom is an application for improving abilities and capabilities in distance learning.
Students were more eager to conduct a distance learning process after deploying this application learning from home, as instructed by the government due to the pandemic era. The Google Classroom application is used for teaching efficiency by teachers at the school level and by lecturers at the university level. Distance learning changes the learning process, which was originally face-to-face, to an online system. Practically, the use of Google Classroom helps make it easier for students and teachers in the learning process. (Basher, 2017).
The main menu of the Google Classroom application, such as:
1. Stream
It's a notice page that includes a teacher's announcement or chat. The learner can also directly replay the dialogue. Teachers and students can communicate with one another using Google Classroom's chat features.
Interaction with these facilities can be done in groups or privately, allowing the teacher to keep track of their students' competency improvement. When a student has difficulty or has a personal question, the teacher can speak with him or her directly. Chat rooms can greatly boost students' capacity to communicate and collaborate.
2. Classwork
The teachers must prepare the materials and upload them into the classwork so that students can access the materials without any space and time constraints. The material uploaded can be in the form of articles or text, images, audio, videos, and several other teaching materials. In addition, students' submission of online assignments can also be monitored in an orderly manner. Along with supporting materials, a teacher can also create a quiz assignment. Progress of the work done by students can be seen by the teacher and scoring can be displayed in this feature.
3. Learning process
Teachers must diligently monitor student attendance and assignments to find out whether they are continuing to actively participate in the learning process.
Google Classroom is valuable in assisting in the teaching and learning process. The teacher's uphill duties are to make a student aware of its application in the future profession and to instill confidence in them. Another difficulty for the teacher was the academic challenge, as students tend to utilize slang and less formal language even when interacting in an academic setting. the digital application has led the teachers to ponder the issue of whether to correct and how often. Another academic challenge is caused by the teachers availability, leading the students to demand a solution.
Research conducted by Al-Maroof and Al-Emran (2018) to examine the factors that influence students' interest in using Google Classroom shows that students have a positive response in terms of the ease of use of Google Classroom, especially when it comes to distance learning. These student perceptions are categorized specifically in terms of the effect of using Google Classroom and student motivation. This research helps higher education institutions, universities, and schools to have a better understanding of the effectiveness of using Google Classroom by students and faculty in certain institutions.