Online Teaching During COVID-19: Acceptance of Google Classroom by Higher Education Institution Faculty Members

Even before the unprecedented shift to online or flexible learning modes due to the current pandemic, technology had been used in the teaching-learning process. This study was designed to determine the acceptance of higher education institution faculty members towards the Google Classroom application as an internet-based online or flexible teaching tool, by utilising the modified Technology Acceptance Model. It was revealed that teachers only agreed with their perceived usefulness, ease of use, and behavioural intention to use Google Classroom. Meanwhile, the teachers are still undecided about their acceptance of Google Classroom, concerning their experience, attitude towards the internet, willingness to use Google Classroom, and their perceived complexity of using it. Further analysis showed that from a pool of ten (10) variables, three (3) independent variables had an impactful correlation to the teachers’ acceptance, which included the age, the college where the faculty member belongs, and their employment status. Even though the overall result revealed non-significant individual relationships between the three identified independent variables and the constructs, a significant interaction effect was displayed between the constructs and both the age and status. This implies that age and status notably influence the variation in teachers’ acceptance of the Google Classroom, which further explains the variations in the teachers’ perception of the seven (7) constructs that comprise their overall acceptance of Google Classroom.