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Google’s Applications for Undergraduate University Courses: Tools for Sharing, Communication, and Collaboration

Google’s Applications for Undergraduate University Courses: Tools for Sharing, Communication, and Collaboration

Despo Ktoridou, Nikleia Eteokleous, Ioanna Dionysiou
Copyright: © 2013 |Pages: 14
ISBN13: 9781466621220|ISBN10: 1466621222|EISBN13: 9781466621237
DOI: 10.4018/978-1-4666-2122-0.ch054
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MLA

Ktoridou, Despo, et al. "Google’s Applications for Undergraduate University Courses: Tools for Sharing, Communication, and Collaboration." Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements, edited by Paolo M. Pumilia-Gnarini, et al., IGI Global, 2013, pp. 632-645. https://doi.org/10.4018/978-1-4666-2122-0.ch054

APA

Ktoridou, D., Eteokleous, N., & Dionysiou, I. (2013). Google’s Applications for Undergraduate University Courses: Tools for Sharing, Communication, and Collaboration. In P. Pumilia-Gnarini, E. Favaron, E. Pacetti, J. Bishop, & L. Guerra (Eds.), Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements (pp. 632-645). IGI Global. https://doi.org/10.4018/978-1-4666-2122-0.ch054

Chicago

Ktoridou, Despo, Nikleia Eteokleous, and Ioanna Dionysiou. "Google’s Applications for Undergraduate University Courses: Tools for Sharing, Communication, and Collaboration." In Handbook of Research on Didactic Strategies and Technologies for Education: Incorporating Advancements, edited by Paolo M. Pumilia-Gnarini, et al., 632-645. Hershey, PA: IGI Global, 2013. https://doi.org/10.4018/978-1-4666-2122-0.ch054

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Abstract

Following technology’s evolution and society’s needs and demands, the current study examines the integration of cloud computing with higher education. The study uses cloud computing, and specifically Google applications, to enable students and faculty to communicate and collaborate, aiming at the same time to develop a student-centered learning (SCL) environment, where students have an active role and take responsibility of their own learning. A case study approach was employed in three undergraduate courses using qualitative data through online activity observations as well as focus groups with the students and lecturer. To achieve the above, outcome and process evaluation were conducted. The primary conclusion is that Google applications facilitated the development of a SCL environment. Specifically, the SCL cloud environment enhanced students’ motivation and responsibility towards learning, built student-teacher relationships, promoted active learning, and finally, achieved the development of critical thinking and problem solving skills.

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