Google Classroom as a comprehensive monitoring tool to improve learning and school time management
DOI:
https://doi.org/10.62697/rmiie.v5i2.337Keywords:
Google Classroom, learning management platforms, educational innovationAbstract
This article analyzes the impact of comprehensive monitoring of the Google Classroom learning management platform on the learning and time management of high school students at the Technological Baccalaureate Center. The study employed a mixed-methods approach with a descriptive-correlational design and was applied to a sample of 30 students and 8 teachers who used the platform systematically during an academic semester. Data collection combined the analysis of Google Classroom usage logs with surveys and interviews with the participants. The results show that students with more frequent access to and consistent use of Google Classroom demonstrated higher levels of academic achievement, better time management, and less homework. A greater awareness of the pedagogical potential of Google Classroom was observed, although limitations were also identified in the use of educational analytics and formative feedback. It is concluded that Google Classroom is a relevant tool for educational innovation when its use is integrated into a systematic model of monitoring and analysis of learning, aligned with the Common Curricular Framework of Upper Secondary Education, aimed at strengthening autonomy, self-regulation and the management of academic time.
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