Oleksandr Stavytskyi, Marjan Urazgaliyeva


The article deals with the issue of teaching students of economic specialities by means of cloud technologies. The author analyses the possibilities of applying Internet services and demonstrates the feasibility of their implementation in education. The primary aim of this research is to examine the influence of Google Classroom tools on the development of students’ economic competence. During the pedagogical experiment, the criteria (cognitive, motivational and technological), indicators, and levels (high, sufficient, average and low) of the formation of students' economic competence through Google Classroom were determined. 65 students of the Faculty of Management and Marketing of the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” took part in the experiment. The results prove that Google Classroom tools allow increasing the level of cognitive activity and motivate students to study economic subjects. The paper demonstrates that the use of Internet resources has a positive effect on the development of technology skills and also favourably promotes the introduction of new methods into the educational process.



Google Classroom; information and communication technologies; economic competence; cognitive criterion; interactive teaching methods; motivation

Full Text:



Abazi-Bexheti, L., Kadriu, A., Apostolova-Trpkovska, M., Jajaga, E., & Abazi-Alili, H. (2018). LMS solution: evidence of Google Classroom usage in higher education. Business Systems Research, 9 (1), 31-43.

Antoniuk, D. S. (2018). Business simulations for the formation of economic competence of technical specialties students: criteria and indicators of selection. Information Technologies and Learning Tools, 64 (2), 73-87

Bartolomé-Pina, A., García-Ruiz, R., & Aguaded, I. (2018). Blended learning: overview and expectations. Revista Iberoamericana de Educación a Distancia, 21 (1), 33-56.

Catalano, A. (2015). The effect of a situated learning environment in a distance education information literacy course. Journal of Academic Librarianship, 41 (5), 653-659.

Cummings, L. (2016). Flipping the online classroom with Web 2.0: the asynchronous workshop. Business and Professional Communication Quarterly, 79 (1), 81-101.

Dajun, X., Cees, B., & Guobiao, C. (2014). Framework of concurrent design facility for aerospace engineering education based on cloud computing. Moving Integrated Product Development to Service Clouds in the Global Economy, 477-483. 10.3233/978-1-61499-440-4-477

Eid Hamoudeh, A., Samsiah, A., & Bashir, I. (2018). Technology-supported online writing: an overview of six major web 2.0 tools for collaborative-online writing. Arab World English Journal, 9 (1), 433-446.

Karpova, O. (2017). The implementation of the multimedia approach to teaching business English. Advanced Education, 8, 10-15.

Kondos, S. (2018). The effect of the use of technology on the nature of teacher’s profession. Arab World English Journal, 9 (1), 220-232.

Magura, M. & Kurbatova, M. (2007). Sekreti motivacii. Ili motivacija bez sekretov [Secrets of motivation. Or motivation without secrets]. Moscow, Russia: Upravlenie personalom.

My, K., & Samková, L. (2016). Analysis of the possibilities of using Google Classroom as Moodle replacement. Proceedings of the Central & Eastern European LUMEN International Conference (pp. 322-331).

Picatoste, J., Perez-Ortiz, L., & Ruesga-Benito, S.M. (2018). A new educational pattern in response to new technologies and sustainable development. Enlightening ICT skills for youth employability in the European Union. Telematics and Informatics, 35 (4), 1031-1038.

Pritasari, C. A., & Jumadi, J. (2018). Development of science learning tool based on problem based learning with Google Classroom to improve argumentation skill. Biosaintifika, 10 (2), 348–355.

Rambe, P. (2017). Spaces for interactive engagement or technology for differential academic participation? Google Groups for collaborative learning at a South African University. Journal of Computing in Higher Education, 29 (2), 353-387.

Rana, A., Al-Maroof, S. & Al-Emran, M. (2018). Students’ acceptance of Google Classroom: An exploratory study using PLS-SEM approach, iJET, 13 (6), 112-123.

Roberts, S. (2013). The “chalk talk” 2.0: using Google Docs to improve the silent discussion in social studies. The Social Studies, 104, 130–136.

Schneckenberg, D. (2014). Easy, collaborative and engaging – the use of cloud computing in the design of management classrooms. Educational Research, 56, 412–435.

Sergeeva, M.G., & Nikitina, E.E. (2016). Criteria indicators of formation of economic competence of system of the general education. Proceedings of the SHS Web of Conferences, 9 (pp. 1-3).

Seung, H., Sergueeva, K., Catangui, M., & Kandaurova, M. (2017). Assessing Google Cardboard virtual reality as a content delivery system in business classrooms. Journal of Education for Business, 92 (4), 153–160. 323.2017.1308308

Solihati, N., & Mulyono, H. (2017). A hybrid classroom instruction in second language teacher education (SLTE): a critical reflection of teacher educators, iJET, 12 (5), 169–180.

Copyright (c) 2018 Oleksandr Stavytskyi, Marjan Urazgaliyeva

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

ISSN 2410-8286 (Online), ISSN 2409-3351 (Print)