This presented was done at one of the schools at Kathmandu, Nepal.

1. Benefit(s)/Effectiveness
of Google Classroom
Niroj Dahal
PhD Scholar in STEAM Education
Kathmandu University School of Education
niroj.d@aksharaaschool.edu.np
https://nirojdahal.weebly.com/

3. Issues
• In what ways do instructors and students use Google Classroom?
• How does this change as the courses(subjects) progressed and the
practitioners developed new principles about the use of Google
Classroom?
• What does this expose about the level and type of student engagement
in this classes at institution(s)?
• What do these opportunities and challenges suggest about future
changes to pedagogy in institution(s)?

4. Benefits and Challenges of the Google
Classroom
• Planning Issues (One example sharing….we are not facilitating the
learners but also parents)
• Accessibility Problems
• Active Student Participation
• Frequency and Depth of Student Participation
• Authentic Student Participation

5. Source: Heggart and Yoo (2018, p. 151)
Figure 1: Continuum of online learning

6. Possible structure of the unit(Module)
• Unit/Module Summary brief summary of the unit/module
including the objective(s) (cognitive, affective, psychomotor,
spiritual)
• Key Reading Resources (Text, videos, audio (to name but few))
• Additional Reading Recourses
• Assessments (Quiz, assignment, reflections to name but few
• Learning Supports (audio, video tutorials)
• Feedback for Instructors

7. Sample Unit/Module

10. Reference
Heggart, K. R., & Yoo, J. (2018). Getting the Most from Google
Classroom: A Pedagogical Framework for Tertiary Educators.
Australian Journal of Teacher Education, 43(3). Retrieved from
http://ro.ecu.edu.au/ajte/vol43/iss3/9