Matsayin Google Classroom a cikin Koyar da Harshen Turanci (ELT)

1. Gabatarwa & Bayyani

Ci gaban sauri na Fasahar Sadarwa da Ilimi (ICT) ya canza yanayin sassa daban-daban, ciki har da ilimi. Wannan takarda tana bincika takamaiman rawar Google Classroom a matsayin dandamali na haɗakar koyo a cikin Koyar da Harshen Turanci (ELT). Tsarin gargajiya na koyarwa mai mayar da hankali kan malami, da kuma saduwa da fuska, yana ƙara samun ƙari ko maye gurbinsa da yanayin koyo mai haɓaka fasaha wanda ke ba da sassauci, samun dama, da sabbin yuwuwar ilimi.

An sanya Google Classroom a matsayin kayan aiki don sauƙaƙe ƙirƙira, rarrabawa, da kuma ƙima aikin aji ba tare da takarda ba, yana tsawaita koyo fiye da ajin zahiri. Binciken ya bincika yadda wannan dandamali ke sauƙaƙe samun ƙwarewar lura da kuma ba ɗalibai damar ganin ra'ayoyin koyarwa da koyo, musamman a cikin yanayin wayar hannu.

2. Hanyar Bincike

Binciken ya yi amfani da ƙirar bincike mai inganci don bincika ra'ayi da gogewar masu amfani game da Google Classroom a cikin mahallin ELT.

2.1. Tattara Bayanai

An tattara bayanai na farko ta hanyar tambayoyi masu tsari. Wannan hanyar ta ba da damar zurfafa bincike kan halayen masu amsa, yanayin amfani, da fa'idodi ko ƙalubalen da aka haɗa da dandamali.

2.2. Bayanin Masu Amsa

Binciken ya ƙunshi masu amsa 16. Duk da cewa PDF ba ta bayyana takamaiman ayyukansu ba (misali, ɗalibai, malamai, ko duka biyun), mahallin ya nuna cewa su masu ruwa da tsaki ne a cikin manyan cibiyoyin ilimi, wataƙila ɗalibai ne waɗanda aka auna matakan shigarsu.

3. Google Classroom a cikin ELT: Ayyuka na Asali

Google Classroom yana aiki azaman Tsarin Gudanar da Koyo (LMS) wanda aka ƙera don sauƙaƙe ayyukan ajin kuma haɓaka yanayin haɗakar koyo.

3.1. Siffofi & Ƙarfin Dandamali

• Gudanar da Ayyukan Aji: Yana sauƙaƙe ƙirƙira, rarrabawa, tattarawa, da kuma ƙima ayyukan aji ta hanyar dijital.
• Cibiyar Sadarwa: Yana ba da sarari mai tsaki don sanarwa, tambayoyi, da ra'ayi.
• Haɗin kai tare da G Suite: Yana aiki cikin sauƙi tare da Docs, Drive, Slides, da Meet, yana ƙirƙirar yanayin aiki mai haɗin kai.
• Samun dama: Yana ba da damar koyo "a ko'ina da kuma a duk lokacin" ta hanyar samun dama ta kan layi, yana karya shingen sararin samaniya da lokaci.

3.2. Fa'idodin Ilimi

• Yana sauƙaƙe canji daga koyarwa mai mayar da hankali kan malami zuwa koyo mai mayar da hankali kan ɗalibi da kuma hulɗa.
• Yana tallafawa samun ƙwarewar aiki, na lura da dacewa da koyon harshe.
• Yana ba da damar ganin ra'ayoyin harshe na zahiri da kuma gabatar da su a zahiri.
• Yana ƙarfafa ci gaba da shiga ciki a waje da lokutan ajin da aka tsara.

4. Sakamako & Tattaunawa

Binciken ya yi niyya don taimaka wa masu yanke shawara a manyan makarantu su fahimci karɓar ɗalibai da kuma aikin dandamali.

4.1. Babban Binciken

Duk da cewa ba a bayyana takamaiman sakamakon ƙididdiga a cikin abin da aka fitar ba, binciken yana nuna cewa Google Classroom yana tasiri sosai ga tsarin koyo. Ana ɗauka cewa yana taimakawa auna da kuma yuwuwar ƙara hankalin ɗalibi da shiga cikin kayan aikin darasi ta hanyar dandamali na kan layi mai tsari, mai samun dama.

4.2. Tasiri akan Sakamakon Koyo

Takardar ta nuna cewa ta hanyar samar da sarari na dijital mai daidaito da tsari, Google Classroom na iya haɓaka ingancin gudanar da koyarwa da kuma ƙirƙirar ƙarin dama don aiki da ra'ayi, waɗanda su ne mahimman abubuwan samun nasarar koyon harshe.

5. Tsarin Fasaha & Bincike

5.1. Tsarin Lissafi don Shiga Ciki

Ana iya fahimtar ingancin dandamali kamar Google Classroom ta hanyar aiki mai sauƙi. Bari $E$ ya wakilci shiga ciki gabaɗaya, wanda aiki ne na sauƙin amfani da dandamali $(U)$, dacewar abun ciki $(R)$, da kuma yawan hulɗa $(I)$.

$E = \alpha \cdot U + \beta \cdot R + \gamma \cdot I$

Inda $\alpha$, $\beta$, da $\gamma$ su ne ma'auni na ma'auni da aka ƙaddara ta mahallin ilimi. Google Classroom da farko yana ingantawa don $U$ (sauƙin kwararar aikin aji) da $I$ (sauƙaƙe sadarwa), wanda ke tallafawa $R$ a kaikaice ta hanyar ba malamai damar isar da abun ciki cikin inganci.

5.2. Misalin Tsarin Bincike

Harka: Kimanta Karɓar Dandamali
Don bincika karɓa, mutum na iya amfani da tsarin da ke kimanta sassa uku:

1. Sashen Kayayyakin More Rayuwa: Amincewa, sauri, da dacewar na'urar Google Classroom.
2. Sashen Hulɗa: Ingancin hulɗar ɗalibi-malami da ɗalibi-ɗalibi da dandamali ke tsaka-tsaki (misali, bayyananniyar ra'ayi, tambayoyin tattaunawa).
3. Sashen Ilimi: Daidaitawar siffofi na dandamali (kamar samfuran aikin aji ko kayan aikin jarrabawa) tare da hanyoyin ELT (misali, Koyar da Harshe ta hanyar Sadarwa).

Wata cibiya na iya sanya amsoshin tambayoyi daga binciken zuwa waɗannan sassan don gano ƙarfi (misali, ƙarfin Kayayyakin More Rayuwa) da gibin (misali, rashin amfani da siffofin tattaunawa na ilimi).

6. Sakamakon Gwaji & Hoto

Bayanin Chati (Hasashen bisa ga shugaban bincike):
Chati mai suna "Amfanin Google Classroom Siffofi a cikin ELT" zai iya nuna matsayi masu zuwa bisa ga ra'ayin mai amfani na yau da kullun:

1. Mafi Girman Bar: "Ƙaddamar da Aikin Aji & Ƙima" - An ambata a matsayin mafi amfani don ceton lokaci.
2. Matsakaici-Matsakaici Bar: "Samun dama ga Albarkatun Tsakiya (Haɗin kai da Drive)" - Yana inganta tsari.
3. Matsakaicin Bar: "Sanarwa & Sadarwa" - Yana haɓaka bayyananniya.
4. Ƙananan Bar: "Hulɗar Takwarorinsu & Haɗin kai" - Sau da yawa ba a yi amfani da shi ba tare da takamaiman jagorar malami ba.

Wannan hoton zai nuna cewa duk da yake dandamali yana ƙware a gudanar da ayyuka, ƙarfinsa na haɗin kai da sadarwa—mafi mahimmanci ga ELT—yana buƙatar ƙirar koyarwa da gangan don buɗe cikakke.

7. Bincike na Asali: Ra'ayi daga Masana'antu

Babban Fahimta: Aikin Sukmawati & Nensia ba binciken ƙaddamarwa ba ne amma ƙarin tabbatar da lokaci na babban yanayin kasuwa: sanya LMS cikin tsarin aiki. Google Classroom ba ya nasara a cikin ELT saboda fasahar ilimi mafi girma, amma saboda shi ne "mai isa" tashar zuwa yanayin G-Suite da ke ko'ina. Nasararsa ta yi daidai da karɓar kayan aiki kamar Zoom ko Slack—yana game da haɗin kai mara ƙarfi cikin halayen dijital da ake da su, ba kimiyyar koyo mai juyin juya hali ba.

Kwararar Hankali: Takardar ta gano daidai canjin babban yanayi daga koyarwa mai mayar da hankali kan malami zuwa koyo mai tsaka-tsaki da fasaha amma tana bin hanya da aka saba. Ta kafa yanayin ICT > ta sanya Google Classroom a matsayin amsa > ta yi amfani da tambayoyin mai amfani don tabbatar da amfani. Hankali yana da inganci amma layi ne, ya rasa bincike mai mahimmanci na yadda takamaiman gine-ginen dandamali (misali, mu'amalar sa mai layi daidai da dashboard na modular) ke siffata, da kuma yuwuwar iyakance, hulɗar ilimi. Kwatanta wannan da bincike akan dandamali kamar Moodle ko Canvas, inda keɓancewa don takamaiman hanyoyin ilimi (kamar taron muhawara) sau da yawa shine mayar da hankali.

Ƙarfi & Kurakurai:
Ƙarfi: Binciken yana ba da shaida mai tushe, mai inganci daga mahallin Kudu na Duniya (Indonesia), wanda yake da mahimmanci kamar yadda yawancin binciken EdTech ya mayar da hankali kan Yammacin Duniya. Ya nuna daidai muhimmin rawar shirye-shiryen malami da buƙatar karya keɓewar ƙwararru—wani batu da rahotanni na OECD suka maimaita akan ƙwarewar koyarwa ta dijital.
Kuskure Mai Mahimmanci: Babban gazawar shine rashin bayanan sakamakon koyo da za a iya aunawa. Binciken ya auna "hankali" da fahimta, ba ci gaban ƙwarewa ba. Shin sauƙaƙen tattara aikin aji yana inganta iƙirarin Turanci? Wannan gibin yana da yaduwa a cikin kimantawar EdTech na farko. Kamar yadda aka lura a cikin bita na farko na Schmid et al. (2014) a cikin Computers & Education, yawancin binciken kan haɗa fasaha suna mayar da hankali kan halaye da amfani da kai, ba sakamakon koyo mai ƙarfi, kwatankwacin ba. Takardar ta faɗi cikin wannan tarko.

Fahimta Mai Aiki: Ga cibiyoyi, abin da za a ɗauka ba kawai "karɓi Google Classroom" ba ne. Yana karɓe da niyya. Na farko, gudanar da binciken ilimi: sassaƙa waɗanne ayyukan ELT (bitar takwarorinsu, gina yanayi mai zurfi, ra'ayin sauti) dandamali ke tallafawa da kyau ko mara kyau. Na biyu, saka hannun jari a cikin PD na malami wanda ya wuce danna maɓalli don mayar da hankali kan ƙira don hulɗar da ba ta da lokaci da kuma amfani da ƙididdiga don shiga tsakani. Na uku, ɗauki dandamali a matsayin abubuwan haɗin gwiwa. Gaba yana cikin yanayin kayan aiki da yawa—amfani da Classroom don ayyuka, kayan aiki kamar Flipgrid don aikin magana na bazata, da kuma ingantattun muhalli masu zurfi don shiga ciki na gaskiya, hanyar da tsarin EDUCAUSE ke tallafawa don koyo na dijital.

8. Ayyuka na Gaba & Hanyoyin Bincike

• Koyar da Harshe Mai Ƙarfafa AI: Juzu'i na gaba na iya haɗa AI (kamar masu duba nahawu ko wakilai na tattaunawa kamar ChatGPT) don samar da ra'ayi nan take, na musamman akan ayyukan rubutu da magana a cikin yanayin Ajin.
• Haɗin kai mai zurfi & VR: Amfani da APIs don haɗawa da dandamali na Gaskiyar Gaskiya (VR) don aikin tattaunawa na kwaikwayo a cikin mahallin al'adu ko yanayi na gaskiya (misali, kasuwa ta zahiri, filin jirgin sama, ko taron kasuwanci).
• Ƙididdiga na Koyo Mai Ci Gaba: Matsawa fiye da ma'auni na shiga ciki na asali zuwa ƙididdiga na tsinkaya waɗanda ke gano ɗalibai masu haɗarin fadi a baya a cikin samun harshe bisa ga yanayin hulɗarsu da kayan aiki da ayyukan aji.
• Haɗin kai tare da Kayan Aikin ELT na Musamman: Haɗin kai mai inganci tare da kayan aikin koyon harshe na musamman don sautin magana, gane magana, da ilimin harshe, ƙirƙirar yanayi mafi kyawun iri maimakon dandamali guda ɗaya.
• Bincike akan Ci gaban Ƙwarewa na Dogon Lokaci: Bincike na tsawon lokaci, hanyoyin haɗaka waɗanda ke da alaƙa da takamaiman amfani da siffofi na Google Classroom tare da ma'auni na ƙwarewar harshe (misali, maki TOEFL, IELTS).

9. Nassoshi

1. Sukmawati, S., & Nensia, N. (2019). The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2), 142-145.
2. Laudon, K. C., & Laudon, J. P. (2014). Management Information Systems: Managing the Digital Firm. Pearson.
3. Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Surkes, M. A., ... & Woods, J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271-291.
4. OECD. (2020). Back to the Future of Education: Four OECD Scenarios for Schooling. Educational Research and Innovation, OECD Publishing.
5. EDUCAUSE. (2021). 2021 EDUCAUSE Horizon Report: Teaching and Learning Edition. EDUCAUSE.
6. Zhu, J. Y., Park, T., Isola, P., & Efros, A. A. (2017). Unpaired image-to-image translation using cycle-consistent adversarial networks. In Proceedings of the IEEE international conference on computer vision (pp. 2223-2232). (An ambata a matsayin misali na fasahar AI mai ƙirƙira mai ci gaba tare da yuwuwar kwatankwacin a gaba a cikin samar da abun cikin koyon harshe na musamman).