Online Education in Cameroon: Learners’ Perceptions of the Effectiveness of Google Classroom as a Tool for Active Learning

Authors

  • Divine N. Ndimofor Department of Linguistics, University of Bueaversity of Buea

Keywords:

Google Classroom, Online Education, Cameroon, COVID-19

Abstract

The COVID19 pandemic has had far-reaching consequences beyond the spread of the disease itself. One of the hard-hit sectors is the education sector. However, learning has not stopped but is now taking alternative forms, one of which is online learning. The Cameroon government on its part is implementing online learning in all its institutions of learning including the universities. This study seeks to explore students’ perceptions of the effectiveness of Google Classroom as a tool of online Education.  The data used for this study is made up of 1,800 responses collected using a questionnaire from 120 students (60 females and 60 males) from the University of Buea-Cameroon. The study adopted Davis’ (1985) Technology Acceptance Model (TAM) as a basic framework to explore relationships among perceived ease of use, perceived usefulness and users’ satisfaction regarding Google Classroom. In spite of some challenges like technical problems with their devices and poor internet connectivity, the major findings showed that overall students were satisfied with Google Classroom and as such it was an effective online learning/teaching tool during the period in question.

Published

30-12-2022

How to Cite

N. Ndimofor, D. (2022). Online Education in Cameroon: Learners’ Perceptions of the Effectiveness of Google Classroom as a Tool for Active Learning. JOURNAL OF ARTS AND HUMANITIES, 6(1), 215–232. Retrieved from http://fajournaluba.com/index.php/jah/article/view/89