Google Classroom Engagement in the Laboratory School: A Grounded Theory

Abstract

Google Classroom engagement is one of the best online learning modality for countries attempting to transition from traditional face to face to online classes. Studies revealed the positive effects of Google Classroom engagement among students (Nanthinii, 2020; Heggart & Yoo, 2018; Iftakhar, 2016; and Sudarsana et al., 2019). However, no study has been conducted, yet, exploring the lived experiences of laboratory students in their Google Classroom engagement before and during the pandemic. This qualitative study will conduct an in-depth exploration of high school students’ Google Classroom engagement in a laboratory school. The in-depth interviews with the participants exposed five emergent themes and a central category. “TRADE Online Learning Mechanisms” emerged as the core category and will entail five essential themes: (1) Transference to a New Learning Paradigm; (2) Recognition of Challenges; (3) Adaptability towards the Challenges; and (4) Development of Personal and Academic Growth; (5) Effecting Realization of Real-World Values. The grounded theory of transference-recognition-adaptability-effecting: students’ online learning mechanism in the new normal of learning revealed that students undergo such phases before attaining success and effecting realization in their Google Classroom engagement. Overall, the theory highlights the accounts of the students’ online learning mechanism during their Google Classroom engagement. Students’ transference, recognition, adaptability, development and effecting realizations are being magnified as TRADE online learning mechanism in the new educational landscape. Similar studies on students’ experiences on their engagement to reveal their online learning mechanisms in other learning platforms are being recommended by the researcher.