A Cross-Cultural Group Activity Using Google Hangouts:Perceived Ease of Use and Usefulness
PROCEEDINGS
Michiko Kobayashi, Southern Utah University, United States
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
The present study investigates perceived ease of use and usefulness of Google Hangouts. About 30 teacher education students at the U.S and Japanese universities participated in an online cross-cultural activity using Google Hangouts and discussed cultural differences between the two countries and their teaching philosophies. After the activity, students responded to a survey. Despite some technical problems during the videoconference, the activity provided meaningful learning experiences to students in both countries. The purpose of the presentation is to share the results of the study and identify pros and cons of using Google Hangouts based on the findings.
Citation
Kobayashi, M. (2014). A Cross-Cultural Group Activity Using Google Hangouts:Perceived Ease of Use and Usefulness. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 647-650). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/primary/p/147562/.
© 2014 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Borup, J., West, R.E., & Graham, C.R. (2013). The influence of asynchronous video communication on learner social presence: a narrative analysis of four cases. Distance Education, 34(1), 48-63.
- Davis, F. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, 13(3), 319–339.
- Duffy, J. (2013). Does Google+ Have a Future?. PC Magazine, 42-44.
- Geri, N. (2012). The Resonance Factor: Probing the Impact of Video on Student Retention in Distance Learning. Interdisciplinary Journal Of E-Learning& Learning Objects, 81-13.
- Isaacson, K. (2013, June). An Investigation into the Affordances of Google Hangouts for possible use in Synchronous Online Learning Environments. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (Vol. 2013, No. 1, pp. 2461-2465).
- Lane, M., & Coleman, P. (2012). Technology ease of use through social networking media. Journal Of Technology Research, 31-12.
- Lim, S., Cha, S., Park, C., Lee, I., & Kim, J. (2012). Getting closer and experiencing together: Antecedents and consequences of psychological distance in social media-enhanced real-time streaming video. Computers In Human Behavior, 28(4), 1365-1378.
- McLoughlin, C., & Lee, M.J. (2010). Personalised and self regulated learning in the Web 2.0 era: International exemplars of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26(1), 28-43.
- Mishna, F., Cook, C., Gadalla, T., Daciuk, J., & Solomon, S. (2010). Cyberbullying behaviors among middle and high school students. American Journal of Orthopsychiatry, 80(3), 362-374.
- Redecker, C., Ala-Mutka, K., & Punie, Y. (2010). Learning 2.0: The impact of social media on learning in Europe. Policy brief. JRC Scientific and Technical Report. EUR JRC56958 EN, available from: http://bit.ly/cljlpq [Accessed 6 th February 2011].
- Roseth, C., Akcaoglu, M., & Zellner, A. (2013). Blending Synchronous Face-to-face and Computer-Supported Cooperative Learning in a Hybrid Doctoral Seminar. TechTrends, 57(3), 54-59.
- Smyth, R. (2011). Enhancing learner-learner interaction using video communications in higher education: Implications from theorising about a new model. British Journal Of Educational Technology, 42(1), 113-127.
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to References