Matsayin Google Classroom a Koyar da Harshen Turanci (ELT) – Bincike Mai Zurfi

1. Gabatarwa

Wannan bincike yana nazarin matsayin Google Classroom a Koyar da Harshen Turanci (ELT), bisa ga binciken Sukmawati da Nensia (2019). Binciken yana bincika yadda wannan dandamali ke sauƙaƙe koyarwa ta hanyar haɗaɗɗiya, sauƙaƙe sarrafa ayyuka, da kuma inganta ilimi mara amfani da takarda. Babban ra'ayi shi ne cewa Google Classroom na iya cike gibin da ke tsakanin koyarwa ta al'ada ta fuska-da-fuska da kuma yanayin koyon dijital na zamani.

2. Teburin Abubuwan Ciki

• 3. Babban Ra'ayi
• 4. Tsarin Tunani
• 5. Ƙarfi da Rashi
• 6. Shawarwari Masu Amfani
• 7. Bincike Na Asali
• 8. Bayanan Fasaha da Tsarin Lissafi
• 9. Sakamakon Gwaji da Bayanin Hoton Bayanai
• 10. Nazari Na Musamman: Aiwatar da Koyarwa Ta Haɗaɗɗiya
• 11. Aikace-aikace da Hanyoyi na Gaba
• 12. Manazarta

3. Babban Ra'ayi

Sharhin Masani: Binciken Sukmawati da Nensia (2019) misali ne na yadda binciken fasahar ilimi sau da yawa yakan yi alkawari da yawa amma ya kasa cikawa. Babban ra'ayi shi ne cewa Google Classroom kayan aiki ne mai amfani na gudanarwa, amma binciken ya kasa tabbatar da wani gagarumin sauyi na koyarwa. Marubutan sun ce yana 'sauƙaƙe ƙirƙirar ayyuka da fitar da maki,' wanda ba shi da ƙarfi sosai don nuna sabon abu. Babban ra'ayi na gaskiya shi ne cewa ɗaukar fasaha a ELT har yanzu yana cikin matakin farko, kuma dandamali kamar Google Classroom mataki ne na farko kawai, ba makoma ba.

4. Tsarin Tunani

Sharhin Masani: Tsarin tunanin takardar yana da sauki amma yana da kurakurai. Ta fara da babban magana game da ci gaban ICT, ta kunkuntar zuwa ilimin nesa, sannan ta gabatar da Google Classroom a matsayin mafita. Matsalar ita ce tsalle daga 'fasaha tana girma' zuwa 'Google Classroom yana da inganci' bai goyi bayan hujjoji masu ƙarfi ba. Binciken ya yi amfani da tambayoyi kawai ga mutane 16, wanda ba shi da isasshen ƙididdiga don wakiltar gabaɗaya. Sarkar tunani ita ce: ICT yana da muhimmanci → ana buƙatar ilimin nesa → Google Classroom yana taimaka → don haka yana da inganci. Wannan ba daidai ba ne. Tsarin tunani mai ƙarfi zai haɗa da rukunin sarrafawa, gwaje-gwajen gaba da baya, da kwatanta da sauran dandamali.

5. Ƙarfi da Rashi

Sharhin Masani: Ƙarfin wannan takarda shi ne batun da ya dace da lokaci da kuma mai da hankali kan kayan aiki mai amfani. Duk da haka, rashin ƙarfi a bayyane yake. Na farko, girman samfurin (n=16) ya yi ƙanƙanta don yin gama-gari. Na biyu, hanyar bincike ta dogara ne kawai kan inganci, ba ta da ma'auni na ƙididdiga kamar haɓakar maki ko ajiye lokaci. Na uku, takardar ba ta magance rarrabuwar dijital ba—ɗaliban da ba su da ingantaccen hanyar sadarwa an cire su. Na huɗu, babu kwatanta da sauran dandamalin LMS kamar Moodle ko Canvas. Takardar ta fi kama da talla fiye da bincike na ilimi mai mahimmanci. Ya kamata marubutan su haɗa da tattaunawa game da iyakoki da yuwuwar son zuciya.

6. Shawarwari Masu Amfani

Sharhin Masani: Duk da rashin ƙarfinsa, takardar tana ba da wasu shawarwari masu amfani ga malamai da masu gudanarwa:

• Fara da Ƙanƙanta: Yi amfani da Google Classroom don rarraba ayyuka da ƙididdige maki kafin ka gwada cikakken koyarwa ta haɗaɗɗiya.
• Horar da Malamai: Takardar ta nuna cewa malamai suna buƙatar ci gaban sana'a don amfani da fasaha yadda ya kamata.
• Auna Tasiri: Makarantu su tattara bayanai kan shigar ɗalibai da aiki don tabbatar da saka hannun jari a fasaha.
• Magance Daidaito: Tabbatar da cewa duk ɗalibai suna da damar amfani da na'urori da intanet, ko kuma samar da hanyoyin da ba na kan layi ba.
• Haɗa da Koyarwa: Fasaha bai kamata ta maye gurbin koyarwa mai kyau ba; ya kamata ta inganta ta. Mai da hankali kan yadda Google Classroom zai iya tallafawa koyo na haɗin gwiwa da bayar da ra'ayi.

7. Bincike Na Asali

Binciken Sukmawati da Nensia (2019) kan matsayin Google Classroom a ELT gudummawa ce mai amfani amma mai iyaka ga fagen fasahar ilimi. Duk da cewa ya gano yuwuwar dandamalin koyarwa ta haɗaɗɗiya don sauƙaƙe ayyukan gudanarwa da samar da damar koyon abubuwa cikin sassauci, tsarin binciken bai isa ba don yanke hukunci mai ƙarfi. Samfurin mutane 16 ya yi ƙanƙanta don wakiltar gabaɗaya, kuma rashin rukunin sarrafawa ko ma'aunin aiki na ƙididdiga yana raunana da'awar cewa Google Classroom yana inganta sakamakon koyo. Wannan matsala ce ta gama gari a binciken fasahar ilimi, inda sabon abu sau da yawa yakan mamaye ƙarfin hujja (Reeves, 2000).

Daga mahangar fasaha, takardar ba ta zurfafa cikin takamaiman fasalulluka na Google Classroom waɗanda zasu iya haifar da shiga, kamar haɗin gwiwa tare da Google Drive, haɗin gwiwa na ainihi, ko ikon bayar da ra'ayi cikin lokaci. Bincike mai zurfi zai iya bincika yadda waɗannan fasalulluka suka dace da tsarin koyarwa da aka kafa kamar Community of Inquiry (Garrison et al., 2000) ko samfurin SAMR (Puentedura, 2006). Misali, samfurin SAMR yana rarraba amfani da fasaha zuwa Sauya, Ƙarfafawa, Gyara, da Sake Ma'ana. Google Classroom, a cikin ainihin sigarsa, sau da yawa yana aiki a matakin Sauya ko Ƙarfafawa, kawai yana mayar da ayyukan gargajiya zuwa dijital. Takardar ba ta kalubalanci wannan iyaka ba.

Bugu da ƙari, binciken ya yi watsi da muhimmin batun rarrabuwar dijital. Kamar yadda Warschauer (2004) ya yi jayayya, samun damar fasaha bai isa ba; ɗalibai suna buƙatar ƙwarewa da tallafi don amfani da shi yadda ya kamata. A yawancin ƙasashe masu tasowa, inda wannan bincike ya kasance, hanyar sadarwa da samun na'urori sune manyan matsaloli. Kyakkyawan yanayin takardar game da 'koyo a ko'ina kuma a kowane lokaci' yana watsi da waɗannan matsalolin na ainihi. Ra'ayi mai mahimmanci zai amince da waɗannan ƙalubale kuma ya ba da shawarwari, kamar dandamali masu iya aiki ba tare da layi ba ko tsarin haɗaɗɗiya.

A ƙarshe, duk da cewa takardar ta ba da mafarin tattaunawa, ta kasa zama jagora mai mahimmanci ga masu aiki. Bincike na gaba ya kamata ya ɗauki hanyoyin haɗaɗɗiyar hanya, manyan samfurori, da tsarin dogon lokaci don fahimtar tasirin Google Classroom akan ELT da gaske. Fasahar kanta ba ita ce mafita ba; haɗin kai na koyarwa ne ke da muhimmanci.

8. Bayanan Fasaha da Tsarin Lissafi

Don yin samfurin ingancin Google Classroom, za mu iya amfani da ma'aunin shiga mai sauƙi:

$E = \frac{T_{online}}{T_{total}} \times 100$

Inda $E$ shine ƙimar shiga, $T_{online}$ shine lokacin da aka kashe akan ayyukan Google Classroom, kuma $T_{total}$ shine jimlar lokacin koyo. $E$ mafi girma yana nuna kyakkyawar ɗauka. Duk da haka, wannan ma'auni baya auna ingancin koyo.

Samfuri mafi inganci shine Samfurin Karɓar Fasaha (TAM):

$BI = \beta_1 PU + \beta_2 PEOU + \epsilon$

Inda $BI$ shine niyyar ɗabi'a don amfani, $PU$ shine amfanin da ake gani, $PEOU$ shine sauƙin amfani da ake gani, kuma $\epsilon$ shine kuskuren. Binciken a fakaice yana ɗaukan $PU$ da $PEOU$ suna da girma amma bai auna su ba.

9. Sakamakon Gwaji da Bayanin Hoton Bayanai

Binciken ya ba da rahoton bayanan tambayoyi na inganci. Hoton bayanai na hasashe da ke wakiltar sakamakon zai nuna:

• Nau'in Hoton: Hoton gungurawa
• X-axis: Jigogi (sauƙin amfani, sassauci, shiga, ra'ayi)
• Y-axis: Adadin masu amsa da suka ambaci jigon (daga cikin 16)
• Sakamako: Masu amsa 12 sun ambaci sauƙin amfani, 10 sun ambaci sassauci, 8 sun ambaci shiga, kuma 6 sun ambaci ra'ayi. Wannan yana nuna cewa duk da cewa dandamalin yana da sauƙin amfani, tasirinsa akan koyo mai zurfi bai bayyana sosai ba.

10. Nazari Na Musamman: Aiwatar da Koyarwa Ta Haɗaɗɗiya

Halin: Sashen Turanci na jami'a yana son aiwatar da Google Classroom don kwas ɗin rubutu na tsawon semester.

Tsari: Yi amfani da samfurin ADDIE (Bincike, Tsarawa, Haɓakawa, Aiwatarwa, Kimantawa).

• Bincike: Yi bincike kan ɗalibai game da samun na'urori da amincin intanet. Gano manufofin koyo (misali, inganta tsarin rubutu).
• Tsarawa: Ƙirƙiri jadawalin mako-mako tare da dandalin kan layi don bitar takwarori da tarurrukan aji.
• Haɓakawa: Saita Google Classroom tare da kayayyaki, ma'auni, da ranakun ƙarshe.
• Aiwatarwa: Horar da ɗalibai kan amfani da dandamalin. Sa ido kan shiga.
• Kimantawa: Kwatanta makin rubutu na ƙarshe tare da rukunin da ya gabata wanda bai yi amfani da Google Classroom ba. Yi amfani da gwajin t don duba mahimmanci.

Sakamakon da ake Tsammani: Haɓaka mai matsakaici a maki (misali, 5-10%) da kuma gamsuwar ɗalibai mafi girma, amma ƙalubale tare da ƙaddamar da ayyuka a makare da matsalolin fasaha.

11. Aikace-aikace da Hanyoyi na Gaba

Makomar Google Classroom a ELT ta ta'allaka ne ga zurfafa haɗin kai tare da AI da koyo na daidaitawa. Misali, kayan aikin AI na iya ba da ra'ayi nan take kan nahawu da salo, yayin da Google Classroom zai iya bin diddigin ci gaban ɗalibi da ba da shawarar albarkatu na musamman. Wata hanya kuma ita ce amfani da gaskiyar kama-da-wane (VR) don koyo na harshe mai nutsuwa, kodayake wannan yana buƙatar manyan kayan aiki. Mahimman abu shine a wuce ingancin gudanarwa zuwa canjin koyarwa. Makarantu su kuma bincika madadin buɗaɗɗen tushe kamar Moodle don ƙarin keɓancewa, kuma su tabbatar da cewa ɗaukar fasaha yana tare da horar da malamai da matakan daidaito.

12. Manazarta

• Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.
• Puentedura, R. R. (2006). Transformation, technology, and education. Presentation at the Maine Learning Technology Initiative.
• Reeves, T. C. (2000). Enhancing the worth of instructional technology research through 'design experiments' and other development research strategies. International Perspectives on Instructional Technology Research, 1-15.
• Sukmawati, S., & Nensia, N. (2019). The Role of Google Classroom in ELT. International Journal for Educational and Vocational Studies, 1(2), 142-145.
• Warschauer, M. (2004). Technology and social inclusion: Rethinking the digital divide. MIT Press.