Nigerian Preservice Teachers’ Perceptions of Collaborative Mobile Learning with Google Classroom: A Pedagogical Alternative in the Era of COVID-19 Pandemic

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dc.contributor.authorAkhigbe, J.N
dc.contributor.authorOgbonnaya, U.N
dc.contributor.authorOwolabi, J.O
dc.date.accessioned2022-08-10T10:30:49Z
dc.date.available2022-08-10T10:30:49Z
dc.date.issued2021
dc.descriptionScholarly articleen_US
dc.description.abstractTeaching and learning can no longer be restricted to the four walls of the classroom due to the outbreak of the coronavirus disease (COVID-19) pandemic in Nigeria. This has necessitated the adoption of online modes of delivering instruction. Consequently, new pedagogical interventions are required as an adjustment to the new normal in other to ensure seamless learning. By drawing on descriptive research methodology, the study designed a Collaborative Mobile Learning Environment (C-MOLE) that embedded google classroom and thereafter implemented C-MOLE in the delivery of a science teaching methodology course to preservice science teachers. Technology Acceptance Model (TAM) questionnaire was used to survey preservice teachers’ perceptions of C-MOLE. This study revealed that preservice teachers had high perceptions regarding the perceived ease of use, perceived usefulness and behavioural intentions to adopt google classroom in collaborative mobile learning respectively. Furthermore, the perceived ease of use and perceived usefulness positively influenced the behavioural intentions to use C-MOLE. There was a significant relationship between perceived usefulness and behavioural intentions to use C-MOLE. Likewise, there was a significant relationship between perceived ease of use and behavioural intentions to use C-MOLE. These results indicated that the three major constructs of preservice teachers’ perceptions of C-MOLE fit into a cohesive model that determines the preservice teachers’ acceptance of google classroom as a pedagogical alternative to face-to-face classroom instruction. The study recommended among others that google classroom should be blended with appropriate learning strategies and adopted in Nigerian universities.en_US
dc.identifier.citationAkhigbe, J. N., Ogbonnaya, U. N., Owolabi, J. O. (2021). Nigerian preservice teachers’ perceptions of collaborative mobile learning with Google Classroom: A pedagogical alternative in the era of COVID-19 pandemic. Nigerian Online Journal of Educational Sciences and Technology (NOJEST), 3(1), Pages 55-65en_US
dc.identifier.uriNIGERIAN ONLINE JOURNAL OF EDUCATIONAL SCIENCES AND TECHNOLOGY http://nojest.unilag.edu.ng
dc.identifier.urihttps://ir.unilag.edu.ng/handle/123456789/11017
dc.language.isoenen_US
dc.publisherNigerian Online Journal of Educational Sciences and Technology (NOJEST)en_US
dc.subjectPreservice teachersen_US
dc.subjectPerceptionsen_US
dc.subjectCollaborationen_US
dc.subjectMobile learningen_US
dc.subjectVirtual classroomen_US
dc.subjectResearch Subject Categories::SOCIAL SCIENCES::Social sciences::Educationen_US
dc.titleNigerian Preservice Teachers’ Perceptions of Collaborative Mobile Learning with Google Classroom: A Pedagogical Alternative in the Era of COVID-19 Pandemicen_US
dc.typeArticleen_US
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