Improving Student Engagement in Online Chemical Engineering Classes: Using google tools to enhance collaboration and learning
DOI:
https://doi.org/10.59110/edutrend.621Keywords:
Collaborative Learning Tools, Google Tools, Online Engineering Education, Online Learning, Student EngagementAbstract
Online engineering education presents unique challenges in supporting student collaboration and engagement. This study looks at how Google Slides and Google Sheets can help improve collaboration and student engagement in online chemical engineering activities about process control and economic analysis. The study involved 11 students who worked together in real time using shared documents, with the instructor giving quick feedback during the activities. A questionnaire was used to collect students' opinions, and the results were analyzed using simple descriptive methods. The findings indicate that both Google Slides and Google Sheets were highly effective in fostering collaboration and enhancing the learning experience, with most students finding them user-friendly and helpful for understanding the material. This suggests that basic digital tools like Google Slides and Sheets can support better learning and teamwork in online engineering education. Future studies could explore broader applications of such tools across other technical disciplines.
References
Akçil, U., Uzunboylu, H., & Kınık, E. (2021). Integration of technology to learning-teaching processes and Google Workspace tools: A literature review. Sustainability, 13(9), 5018. https://doi.org/10.3390/su13095018
Al-Mansouri, J. (2024). The impact of real-time feedback on optimizing teachers’ classroom teaching pace. Research and Advances in Education. https://doi.org/10.56397/rae.2024.11.06
Amin, E. (2020). A review of research into Google Apps in the process of English language learning and teaching. Arab World English Journal, 11(1), 399–418. https://doi.org/10.24093/awej/vol11no1.27
Bai, X., Cui, Y., & Ikem, F. (2023). Practical activities to engage students in face-to-face and synchronous online teaching environments. Issues in Information Systems, 24(3), 105–115. https://doi.org/10.48009/3_iis_2023_110
Boshrabadi, A., & Hosseini, M. (2020). Designing collaborative problem solving assessment tasks in engineering: An evaluative judgement perspective. Assessment & Evaluation in Higher Education, 46(6), 913–927. https://doi.org/10.1080/02602938.2020.1836122
Boud, D., & Bearman, M. (2022). The assessment challenge of social and collaborative learning in higher education. Educational Philosophy and Theory, 56(4), 459–468. https://doi.org/10.1080/00131857.2022.2114346
Deep, P. D., Chen, Y., Ghosh, N., & Rahaman, M. S. (2024). The influence of student–instructor communication methods on student engagement and motivation in higher education online courses during and after the COVID-19 pandemic. Education Sciences, 15(1), 33. https://doi.org/10.3390/educsci15010033
Emma, M., Goldstein, M. H., Baligar, P., & Rajarathinam, R. J. (2023). Collaborative learning in engineering education. In International handbook of engineering education research (1st ed.). Routledge. https://doi.org/10.4324/9781003287483
Foohey, S., Nagji, A., Yilmaz, Y., Sibbald, M., Monteiro, S., & Chan, T. M. (2022). Developing the virtual resus room: Fidelity, usability, acceptability, and applicability of a virtual simulation for teaching and learning. Academic Medicine, 97(5), 679–683. https://doi.org/10.1097/ACM.0000000000004364
Handayani, F., & Amelia, M. (2021). Google Docs for collaborative essay writing practices during COVID-19 university restrictions: EFL students’ perceptions. Modality Journal International Journal of Linguistics and Literature, 1(1), 1. https://doi.org/10.30983/mj.v1i1.4504
Herriott, H. L., & McNulty, M. A. (2022). Virtual learning impacts communication and teamwork. The Clinical Teacher, 19(5), e13514. https://doi.org/10.1111/tct.13514
Hooda, M., Rana, C., Dahiya, O., Rizwan, A., & Hossain, M. S. (2022). Artificial intelligence for assessment and feedback to enhance student success in higher education. Mathematical Problems in Engineering, 2022, Article 5215722. https://doi.org/10.1155/2022/5215722
Keadkraichaiwat, I., Sitticharoon, C., Lertsiripatarajit, V., & Maprapho, P. (2024). Effects of using audience response systems (Kahoot and Google Forms and Sheets) on learning of medical students in a large class: A questionnaire-based retrospective study. Education and Information Technologies, 29(13), 17539–17563. https://doi.org/10.1007/s10639-024-12548-8
Marwan, S., Akram, B., Barnes, T., & Price, T. (2022). Adaptive immediate feedback for block-based programming: Design and evaluation. IEEE Transactions on Learning Technologies, 15(4), 406–420. https://doi.org/10.1109/TLT.2022.3180984
Mora, H., Pont, M., Guilló, A., & Pertegal-Felices, M. (2020). A collaborative working model for enhancing the learning process of science & engineering students. Computers in Human Behavior, 103, 140–150. https://doi.org/10.1016/j.chb.2019.09.008
Nabhan, S., & Sa’diyah, H. (2021). Collaborative writing using Google Docs in an EFL classroom: Voices from high school students. Veles Voice of English Language Education Society, 5(2), 156–166. https://doi.org/10.29408/veles.v5i2.3863
Parra, F., Jacobs, A., & Trevino, L. L. (2021). Shippy Express: Augmenting accounting education with Google Sheets. Journal of Accounting Education, 56, 100740. https://doi.org/10.1016/j.jaccedu.2021.100740
Patel, R. (2024). Collaborative learning in engineering: Developing teamwork and problem-solving skills. Bulletin of Engineering Science, Technology and Industry, 2(3), 100–106. https://doi.org/10.59733/besti.v2i3.50
Qadir, J., Taha, A.-E. M., Yau, K., Ponciano, J., Hussain, S., Al-Fuqaha, A., & Imran, M. (2020). Leveraging the force of formative assessment & feedback for effective engineering education. EdArXiv. https://doi.org/10.18260/1-2--34923
Rosenberg, D. E. (2024). Lessons from immersive online collaborative modeling to discuss more adaptive reservoir operations. Journal of Water Resources Planning and Management, 150(7), 05024005. https://doi.org/10.1061/JWRMD5.WRENG-5893
Rybkowski, Z. K., Alves, T. D. C. L., & Liu, M. (2021, July 14). The emergence and growth of the on-line serious games and participatory simulation group “APLSO.” Proceedings of the 2021 International Conference on Serious Games (pp. 269–278). Lima, Peru. https://doi.org/10.24928/2021/0135
Salta, K., Paschalidou, K., Tsetseri, M., & Koulougliotis, D. (2022). Shift from a traditional to a distance learning environment during the COVID-19 pandemic: University students’ engagement and interactions. Science & Education, 31(1), 93–122. https://doi.org/10.1007/s11191-021-00234-x
Sameshima, P., & Orasi, T. (2022). What’s better than the asynchronous discussion post? Journal of Applied Learning & Teaching, 5(2). https://doi.org/10.37074/jalt.2022.5.2.11
Sharov, S., Tereshchuk, S., Filatova, O., Hinkevych, O., & Ksendzenko, O. (2024). Survey analysis of university teachers in Ukraine regarding the use of Google Workspace for education. TEM Journal, 315–325. https://doi.org/10.18421/TEM131-33
Sinclair, A., Gesel, S., LeJeune, L., & Lemons, C. (2020). A review of the evidence for real-time performance feedback to improve instructional practice. The Journal of Special Education, 54(2), 90–100. https://doi.org/10.1177/0022466919878470
Sipos, D., & Kocsis, I. (2023). Supporting the education of engineering mathematics using the immediate feedback method. Teaching Mathematics and Computer Science. https://doi.org/10.5485/tmcs.2023.0548
Thuan, P., & Nguyen, T. (2023). University students’ perceptions of Google tools in learning English courses online. International Journal of Emerging Technologies in Learning (IJET), 18(13), 45–61. https://doi.org/10.3991/ijet.v18i13.39857
Tin, T. T. (2024). Exploring the impact of Google education tools on student engagement, learning motivation, and academic performance. Pakistan Journal of Life and Social Sciences (PJLSS), 22(2). https://doi.org/10.57239/PJLSS-2024-22.2.001159
Zdraveski, D., Janeska, M., Sotiroski, K., & Manceski, G. (2020). Students’ perceptions on benefits and challenges of using Google cloud-based tools for e-learning. Presented at the Economic and Business Trends Shaping the Future Conference. https://doi.org/10.47063/EBTSF.2020.0024
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Maria Anindita Nauli
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
