Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges January 2022 Pp.169-182
Google Meet during COVID 19 Pandemic: When Teachers Raise the Challenge
Department of English language
Faculty of Letters, Languages, and Arts
Mohammed Ben Ahmed University of Oran 2, Algeria
Received: 11/24/2021 Accepted: 12/22/2021 Published: 1/24/2022
Under the shade of coronavirus pandemic, schools and universities worldwide have moved towards online learning to assure the continuity of academic activities. Great interest was, hence, directed towards the opinions and stands of teachers about distant online education. It is of paramount importance to inspect teachers’ perceptions and attitudes. When they have positive perceptions about online education, teachers also adopt positive attitudes towards educational technology. Thus, they would accept the change and challenge the shift to online virtual classes. This research studies the online learning process and which mechanisms teachers have utilized to prop up virtual learning. The central questions that shape this study are: what are the perspectives and attitudes of EFL teachers about using Google Meet in online classes? Which challenges would make them resist the change? The present research work under inspection aims to give an in-depth look at online teaching and learning in the Algerian context during the Covid-19 Pandemic, by considering the department of English Language at Oran University as a case study. The study’s findings show that participants have overall positive perspectives and attitudes about using Google Meet during the ongoing pandemic with many challenges. Developing digital proficiency of teachers and students, enhancing students’ motivation, and assuring the quality of internet facilities were the leading suggestions for an effective shift to online education.
Keywords: Covid-19, challenges, effectiveness, Google Meet, online education, perceptions
Cite as: Benmansour, S. (2022). Google Meet during COVID 19 Pandemic: When Teachers Raise the Challenge. Arab World English Journal (AWEJ) 2nd Special Issue on Covid 19 Challenges (2) 169-182.
Adnan, M., & Anwar, K.( 2020).Online learning amid the COVID-19 pandemic: Students’ perspectives. Journal of Pedagogical Sociology and Psychology.2(1). http://www.doi.org/10.33902/JPSP. 2020261309.
Afrianto, D. (2016). “Using Google hangouts for teaching English online”, Proceedings of the fourth international seminar on English language and teaching.(4),pp.80.94.
Allen,I.E and Seaman,J.(2013),Changing Course :Ten years of Tracking Online Education in the United States ,Sloan Consortium,PO Box1238,Newburypot,MA 950.
Al-Maroof, R.S., Salloum, S.A.,, Hassanien A.E.,& Shaalan, K.( 2020). “Fear from COVID19 and technology adoption: the impact of Google Meet during Coronavirus pandemic”, Interactive Learning Environments, pp. 1-16.DOI: 10-1080/10494820.1830121
Bordoloi, R. Das, P., & Das, K.( 2021) Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context. Asian Association of Open Universities Journal, Emerald Publishing Limited. DOI: 10.1108/AAOUJ-09-2020-0079.
Chandra ,Y.( 2020). Online education during COVID-19: perception of academic stress and emotional intelligence coping strategies among college students. Asian Education and Development Studies, Vol. 10 No. 2, pp. 229-238. DOI: 10.1108/AEDS-05-2020-0097.
Chinaza, S. I.( 2021).Google Meet as a synchronous language learning tool for emergency online distant learning during the COVID19 pandemic: Perceptions of language instructors and prservice teachers. RESEARCH ARTICLE European Journal of Education and Pedagogy www.ej-edu.org .DOI: http://dx.doi.org/10.24018/ejedu..2.5.163 . l 2 ( 5 ). S e p t e m b e r 2 0 2 1 32
Chua, E. R., Sibbaluca, B. G., Miranda, R., Palmario, G. B., Moreno, R. P., & Solon, J. P. (2020).THE STATUS OF THE IMPLEMENTATION OF THE E-LEARNING CLASSROOM IN SELECTED HIGHER EDUCATION INSTITUTIONS IN REGION IV-A AMIDST THE COVID-19 CRISIS. Journal of Critical Reviews,7( 11), p253-258.
David, A.T. (2018).Synchronous Learning Vs Asynchronous Learning in Online Education”, available at http://the bestschools.org/magazines/synchronous vs asynchronous education/
Emon, A. K., Alif, A. R., & Islam, M. S. (2020).Impact of COVID-19 on the Institutional Education. Asian Journal of Education and Social Studies, 11(2): 34-46. DOI: 10.9734/AJESS//v11i230288.
Ghounane, N. (2020). Moodle or Social Networks: What Alternative Refuge is
Appropriate to Algerian EFL Students to Learn during Covid-19 Pandemic. Arab World English
Journal, 11 (3) 21-41 . DOI: https://dx.doi.org/10.24093/awej/vol11no3.2
Hammoodi.S.,& Alishah. A, (2020). The evolvement of autonomous learning through social constructivist movement”, Egitim Fakultes Dergisi, Vol.6, doi: 10.17932/ IAU.EFD.2015.013/
Harris, A. (2020).COVID-19 – school leadership in crisis? Journal of Professional Capital and Community, pp. 321-326. DOI 10.1108/JPCC-06-2020-0045.
Huber, S. G.,& Helm, C. ( 2020)COVID-19 and schooling: evaluation, assessment and accountability in times of crises— reacting quickly to explore key issues for policy, practice and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32:237– 270. https://doi.org/10.1007/s11092-020-09322-y.
Johnson ,R.B., & Larry, B.C.( 2017). Educational Research: Quantitative, Qualitative and Mixed Approaches,6th ed, Sage, Los Angelos.
Kang,M.,Kim,S.,Kang,J.,Jang,J.,and Kim,S.(2015).The predictive power of self regulalated learning ,teaching presence, and perceived interaction on theoutcomes of google plus-based project learning”, EdMedia+Innovate Learning. Association for the advancement of Computing in Education (AACE), pp.1444-1451
König, J., Jäger-Biela, D. J., & Glutsch, N.( 2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43:4, 608-622. DOI: 10.1080/02619768.2020.1809650.
Lander,G.(2014). “10 tips on how to use Google plus hangouts”, available at: http://www.jeffbullas.com/2013/12/04/10 tips- on- how -to- use- Google- plus- hangouts/.
Lee,D.(2018).Google May Shut Down Hangout from Consumer in 2020 the verge,(accessed 27 March 2020)
Lewandowski,M.(2015), “ Greating virtual classrooms(using Google Hangouts) for improving language competency”,Langauge Issues: the ESOL Journal ,26(1),pp.37-42.
Lorente, L. M., Arrabal, A. A., & Pulido-Montes, C. (2020).The Right to Education and ICT during COVID-19: An International Perspective. sustainability, 12, 9091. DOI:10.3390/su12219091.
Martinez, N. M., & Boras Gene, M.O.,and Fidalgo Blanco, A.( 2016). “Virtual learning communities in Google Plus, implications, and sustainability in MOOCs”, Journal of information Technology Research( JITR),9(3),pp. 1836.
Melisa,S.(2020), “The impact of effective planning on teaching and learning process”, available at:http://www.projecttopics.org/ the-impact –of- effective- planning –on- teaching- and- learning- process.htlm.
Mishra, L., Gupta, T.,& Shree, A. (2020).Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 2020. https://doi.org/10.1016/j.ijedro.100012.
Moore, M.G., & Kearsley, G.(2012).Distance Education: A System View,3rd ed,Wadsworth,Belmont, Calif.
Nursat ,M.(2021).Educational response toward COVID19 Pandemic: Perception, Problem and prospects A Bangladeshi Context European Journal of Education and Pedagogy www.ej-edu.org
Osborne, M., and Dredze ,M. (2014). “Face book, Twitter and Google plus for breaking news: is there a winner?”,ICWSN.
Pittman, J. S. T. (2021).An action research case study: digital equity and educational inclusion during an emergent COVID-19 divide, Journal for Multicultural Education, vol. ahead-of-print, no. ahead-of-print. Retrieved from: https://doi.org/10.1108/JME-09-2020-0099.
Salvador, R.(2018). “The trolley problem: a social constructivist pedagogy approach”, the Journal of Education for Business,94, pp.333341, DOI: 10.108008832323.2018.1327749
Seaman, J. (2009).The paradox of faculty voices: Views and experiences with online learning, APLU-Sloan National Commission on Online Learning. Online learning as a strategic asset,2. Retrieved from https://files.eric.ed.gov/fulltext/ED517311.pdf.
Shehzadi, S.,Nisar, Q. A., Hussain, M. S., Basheer, M. F.,Hameed, W. U., & Chaudhry, N. I. (2020).The role of digital learning toward students’ satisfaction and university brand image at educational institutes of Pakistan: a post-effect of COVID-19. Asian Education and Development Studies, 10 (2), pp. 276-294, 2021. DOI 10.1108/AEDS-04–0063.
Statt, N. (2017). “Google’s second Allo Messaging bot is an Al-driven GIF generator”, available at: http//www.theverge.com//1/25/14393380/googleallomessagingbot-luckyaigiftgenerator.
Suryaman, M.,Cahyono, Y.,Muliansyah, D.,Bustani, O.,& Suryani, P. (2020).COVID-19 PANDEMIC AND HOME ONLINE LEARNING SYSTEM: DOES IT AFFECT THE QUALITY OF PHARMACY SCHOOL LEARNING? Sys Rev Pharm, 11(8), p524-530.
Tan, C. (2021).The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies, 10 (2), pp. 308-321. DOI 10.1108/AEDS-05-2020-0084.
Thomson, C. J. (2017).Coronavirus and challenging times for education in developing countries. Retrieved from www.brookings.edu: https://www.brookings.edu/blog/education-plus-development//04/13/coronavirus-and-challenging-times-for-education-in-developing-countries/.
Tria, J. Z. (2020). International Journal of Pedagogical Development and Lifelong Learning. The COVID-19 Pandemic through the Lens of Education in the Philippines: The New Normal, 1(1), ep2001.
University of Kyrenia.( 2020). Important announcement by the university”, available at