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11.08.2020 | Original Paper

Comparing Google Classroom and D2L Brightspace Using the Technology Acceptance Model

verfasst von: Gregory M. Francom, Anna Schwan, Jeremiah N. Nuatomue

Erschienen in: TechTrends | Ausgabe 1/2021

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Abstract

Learning management systems (LMSs) have been widely adopted in K-12 and higher education to support online and blended learning (Black et al. 2007; Graham 2005). One relatively new and untested LMS is Google Classroom, which has received widespread adoption in K-12 learning, but not in higher education (Fenton 2017; Hill 2018). In the current study, Google classroom is compared with Brightspace using a survey instrument based on the Technology Acceptance Model (Davis et al. 1989; Shroff et al. 2011). Both LMSs were implemented in blended learning situations as a support for online activities that occurred in conjunction with face-to-face course activities. Findings indicate a general preference for the Brightspace LMS for its productivity tools, and attitude toward usage and usability. Participant comments and instructor observations of both LMSs are also presented. Findings may help inform higher education personnel who are considering adopting the new and free Google Classroom LMS.

Vorheriger Artikel Examining Decision-Making Processes and Heuristics in Academic Help-Seeking and Instructional Environments

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Titel: Comparing Google Classroom and D2L Brightspace Using the Technology Acceptance Model
verfasst von: Gregory M. Francom
Anna Schwan
Jeremiah N. Nuatomue
Publikationsdatum: 11.08.2020
Verlag: Springer US
Erschienen in: TechTrends / Ausgabe 1/2021
Print ISSN: 8756-3894
Elektronische ISSN: 1559-7075
DOI: https://doi.org/10.1007/s11528-020-00533-0

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