Dataset Information

The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach.

ABSTRACT:

Background

Google Classroom (GC) is a free web-based instructional platform rarely used for nursing student education. The acceptance, intention to use, and learning outcomes of GC remain unclear in Taiwan. We sought to identify the technology acceptance level and factors affection the intention to use GC. We also explored how integrating GC into traditional teaching affects learning satisfaction and academic achievement among nursing students in Taiwan.

Methods

In this randomized controlled study, based on a technology acceptance framework, 74 nursing students were randomly assigned in clusters to experimental (n = 39) and control (n = 35) groups during the spring semester of 2018. In Weeks 3-18, each member of the experimental group received one hour of traditional and GC teaching per week. The control group received two hours of traditional teaching per week. Both groups were asked to complete questionnaires to evaluate learning satisfaction and academic achievement during weeks 10 (mid-semester) and 18 (end-of-semester). The experimental group additionally completed technology acceptance questionnaires in both situations.

Findings

In the experimental group, the overall end-of-semester technology acceptance score was high (141.8 out of 155); their perceived ease of use, intention to use, and technology acceptance scores increased significantly compared to mid-semester (p<0.05). At the end-of-semester, perceived playfulness and perceived usefulness explained 63.5% of the variance in intention to use. Regardless of whether the assessment was administered mid-semester or at the end-of-semester, the experimental group had higher learning satisfaction and academic achievement scores than the control group. However, the degree of progress on learning satisfaction and academic achievement demonstrated no significant between-group differences.

Conclusions

The experimental group demonstrated high acceptance of GC. Playfulness and usefulness positively influenced nursing students' intention to use GC. Blended learning-in combination with GC and traditional methods-resulted in similar learning satisfaction and academic achievement when compared to traditional learning. More research is needed to explore the effectiveness of blended learning through the GC platform with different courses and ethnic groups.

SUBMITTER: Huang TH

PROVIDER: S-EPMC7935261 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature

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Publications

The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach.

Huang Tzu-Hao TH Liu Fen F Chen Li-Chen LC Tsai Ching-Ching CC

PloS one 20210305 3

<h4>Background</h4>Google Classroom (GC) is a free web-based instructional platform rarely used for nursing student education. The acceptance, intention to use, and learning outcomes of GC remain unclear in Taiwan. We sought to identify the technology acceptance level and factors affection the intention to use GC. We also explored how integrating GC into traditional teaching affects learning satisfaction and academic achievement among nursing students in Taiwan.<h4>Methods</h4>In this randomized ...[more]

PMID: 33667246

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Dataset Information

The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach.

Background

Methods

Findings

Conclusions

Publications

The acceptance and impact of Google Classroom integrating into a clinical pathology course for nursing students: A technology acceptance model approach.

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