Keywords
Google tools
educational process
students’ digital skills
methodology for working with Google Slides
How to Cite
Abstract
The strategy of collaborative learning using digital tools optimizes the educational process and fosters a deeper understanding of knowledge. It also promotes the development of problem-solving skills, communication, teamwork, and self-organization. The article reveals the didactic potential of using Google Slides as an effective tool for organizing joint educational activities of students. The collaborative technology for creating a Google Slides was tested with master's students in the process of studying mandatory and elective components. Based on a questionnaire using a Google Form, practical experience of students using digital tools was identified, and difficulties and positive aspects of work during the creation of a joint Google Slides were noted. The requirements that a teacher must take into account when using the technology of collaborative work on a presentation in real time are indicated. The algorithm for organizing students' work by the teacher is summarized: communicating the goal and objectives of joint workon the presentation; providing requirements for the content and structure of information on the slide; determining technical requirements for the design of the presentationslide; informing about the deadlines for completing the work and the conditions for creating a presentationas a resultof students’ joint educational activities; consulting support and providing feedback. The technology for joint work of students on creating a Google Slides is provided. It includes the following stages: predictive-target (goal, tasks, principles of work); design-constructive (analysis, information collection; modelling of information content, discussion; selection of means, resources; construction of the content of the task); generalization (discussion of the strategy for presenting the work; presentation of the results of joint activity; reflection, exchange of opinions; evaluation). An algorithm is proposed for students to independently check the quality of the completed task. The positive characteristics of creating a joint presentation using Google tools for teachers and students are highlighted.
References
[1] S. Srivastava, “Collaborative Learning in Digital Environment”, International Journal of Research and Analytical Reviews, vol. 12, no 1,2025, pp. 392-404. [Електронний ресурс]. Доступно: https://cutt.ly/prDbrohS
[2] С. Конюхов,“Аналіз іноземного досвіду застосування технологій навчання у співпраці для професійної підготовки майбутніх ІТ-фахівців у закладах вищої освіти”, Освітологічний дискурс, вип. 48, №. 1, с. 29–40,2025, doi: 10.28925/2312-5829/2025.1.3.
[3] Н. М. Мирончук, “Інформаційно-комунікаційні технології як засіб самоорганізації суб’єктів освітнього процесу”, Інформаційні технології і засоби навчання, том 75, № 1, с. 202–211, 2020, doi: 10.33407/itlt.v75i1.2537.
[4] P. F. Moises, “WhataretheCollaborativeLearningStrategies?” SSRN. Electronic Journal, 2024, doi:10.2139/ssrn.4797767.
[5] H. Dehghanzadeh, S. Soltani Bahram, O. Noroozi, andS. K. Banihashem,“Google Docs for improving students’ collaborative scientific writing”,Innovations in Education and Teaching International,pp. 1–14,2024, doi: 10.1080/14703297.2024.2438345.
[6] N. Reid, “Using Google Docs for Enhancing Collaboration in Academic Writing Instruction”, Developing Effective and High-Performing Teams in Higher Education, edited by T. S. Burris-Melville and Sh. T. Burris, IGI Global Scientific Publishing, pp. 217-250,2025, doi: 10.4018/979-8-3693-3852-0.ch008.
[7] S. A. Roslan, H. Helmi, and N.S.S. Marhama,“Analyzing collaborative creativity: university students’ perceptions on the use of Google Docs”, Quantum Journal of Social Sciences and Humanities,N 6(3), pp. 250-260,2025, doi: 10.55197/qjssh.v6i3.679.
[8] F. Safitri, etc.,“Use of Google Form аs an Arabic Language Learning Evaluation Tool”,Al Maqayis Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban,vol. 11(2), pp. 267-286,2024, doi: 10.18592/jams.v11i2.13250.
[9] J. A. Stokes,“Using Google Tools to Increase Student Learning, Engagement, and Collaboration in Remote, Hybrid, and In-person Courses”,The FASEB Journal, vol. 36, iss.S1,2022, doi: 10.1096/fasebj.2022.36.S1.R2523.
[10] Ch. Karanjakwut,“A. Tiang-uan,A phenomenological study of students’ experiences using Google Docs for collaborative online virtual team writing instruction”,Malaysian Online Journal of Educational Sciences, vol. 12(3), pp. 7-43,2024, doi:10.22452/aldad.vol12no3.3
[11] N. Hallemans, and Ch.Copeland,“Student Perceptions of Live Versus Recorded Presentations”,Journal of English Teaching through Movies and Media, vol. 26(2), pp. 28-42,2025, doi: 10.16875/stem.2025.26.2.28.
[12] Sachin S. Kumbharand Vaiju Kalkhambkar,“Student Learning Improvement using Collaborative Presentations and Knowledge Sharing”,Journal of Engineering Education Transformations, vol. 37(IS2), pp. 753-759,2024, doi:10.16920/jeet/2024/v37is2/24117.
[13] В. Глазова,“Сервіси Google як інструмент формування дослідницької компетентності учнів на уроках інформатики”, Вісник науки та освіти,№12(30), с. 618-634,2024, doi: 10.52058/2786-6165-2024-12(30)-618-634.
[14] О. Москаленко, І. Федяй, Т. Бакуменко, та Г. Косенюк, “Використання Google інструментів для освітнього процесу: Google Classroom як інноваційне рішення для дистанційного навчання”, Академічні візії, вип. 19,2023, doi: 10.5281/zenodo.7895993.
[15] Т. Я. Вдовичин, У. П. Когут та О. В. Сікора, “Цифрові інструменти Google для організації освітнього процесу педагогічного університету в кризових умовах”, Інформаційні технології і засоби навчання,Т. 22, № 6, с. 75-98,2022, doi:10.33407/itlt.v92i6.5093.
[16] О. Гулайта В. Кабак, “Цифрові інструменти Google як засіб удосконалення освітнього процесу в закладах вищої освіти”, Наукові записки Тернопільського національного педагогічного університету імені Володимира Гнатюка. Сер. Педагогіка, № 1(2),c. 14-23, 2023, doi:10.25128/2415-3605.22.2.2.
[17] Н. Олефіренко та О. Добрунов, “Цифровий педагогічний інструментарій підтримки спільної діяльності учнів у навчанні інформатики”, Інформаційні технології і засоби навчання,Т. 106, № 2, с. 1-14,2025, doi:10.33407/itlt.v106i2.5974.
[18] L. Nezhyva, S. Palamar and N. Semenii, “The using of digital tools in the project activities of students of pedagogical specialties of higher education institutions”, Information Technologies and Learning Tools,vol. 101, no. 3, pp. 71–85,2024, doi:10.33407/itlt.v101i3.5398.
[19] Т. Собченко та О. Желізняк, “Практичне використання цифрових сервісів в освітньому процесі закладів вищої педагогічної освіти як педагогічна проблема”, Socio-Economic Relations in the Digital Society, №3(49), с. 63-75,2023, doi:10.55643/ser.3.49.2023.501.
[20] К. Бортун, “Використання цифрових інструментів “G Suiteforeducation” для організації навчального процесу в ПВНЗ “Європейський університет”, Економіка і управління,№3, с. 133-139, 2022, doi:10.36919/2312-7812.3.2022.133.
[21] H. F. Jing, N. Ishak, Aq. Arshad andSh. Adam,“Assessing the Impact of Effective Team Collaboration on Individual Outcomes in Collaborative Presentation”,International Journal of Research and Innovation in Social Science, vol. IX(IV), pp. 1151-1160,2025, doi:10.47772/IJRISS.2025.90400088.
[22] M. S. Mills, “Collaborativepresentationsusing Google Docs”, The Plugged-In Professor. Tips and Techniques for Teaching with Social Media,pp. 151-163,2013, doi: 10.1016/B978-1-84334-694-4.50012-0.
[23] Положення про навчання здобувачів за індивідуальним графіком у Житомирському державному університеті імені Івана Франка, 2024.[Електронний ресурс]. Доступно:https://zu.edu.ua/offic/ind_grafik.pdf.
[24] А. О. Юрченко,“Особливості формування інформаційно-цифрової компетентності учнів середньої школи під час вивчення редактора презентацій”, Збірник наукових праць. Педагогічні науки, . 88, с. 61–67, 2019, doi: 10.32999/ksu2413-1865/2019-88-10.
REFERENCES (TRANSLATED AND TRANSLITERATED)
[1] S. Srivastava, “Collaborative Learning in Digital Environment”, International Journal of Research and Analytical Reviews, vol. 12, no 1,pp.392-404, 2025. [Online]. Available: https://cutt.ly/prDbrohS (in English)
[2] S. Koniukhov, “Analysis of Foreign Experience in Applying Collaborative Learning Technologies for the Professional Training of Future IT Specialists at Higher Education Institutions”, Educological Discourse, vol. 48, no. 1, pp. 29–40, 2025,doi: 10.28925/2312-5829/2025.1.3. (in Ukrainian).
[3] N. M. Myronchuk, “Information and Communication Technologies as a Means of Self-organization for Subjects of the Educational Process”, ITLT, vol. 75, no 1, pp. 202–211, 2020, doi: 10.33407/itlt.v75i1.2537. (in Ukrainian)
[4] P. F. Moises, “What are the Collaborative Learning Strategies?” SSRN. Electronic Journal, 2024,doi:10.2139/ssrn.4797767.(in English)
[5] H. Dehghanzadeh, S. Soltani Bahram, O. Noroozi, and S. K. Banihashem, “Google Docs for improving students’ collaborative scientific writing”,Innovations in Education and Teaching International, pp. 1–14,2024, doi: 10.1080/14703297.2024.2438345. (in English)
[6] N. Reid, “Using Google Docs for Enhancing Collaboration in Academic Writing Instruction”, Developing Effective and High-Performing Teams in Higher Education, edited by T. S. Burris-Melville and Sh. T. Burris, IGI Global Scientific Publishing,pp. 217-250,2025, doi: 10.4018/979-8-3693-3852-0.ch008. (in English)
[7] S. A. Roslan, H. Helmi,and N.S.S. Marhama,“Analyzing collaborative creativity: university students’ perceptions on the use of Google Docs”,Quantum Journal of Social Sciences and Humanities,no 6(3), pp. 250-260,2025, doi: 10.55197/qjssh.v6i3.679. (in English)
[8] F. Safitri, etc.,“Use of Google Form аs An Arabic Language Learning Evaluation Tool”,Al Maqayis Jurnal Pendidikan Bahasa Arab dan Kebahasaaraban,vol. 11(2), pp. 267-286, 2024, doi: 10.18592/jams.v11i2.13250. (in English)
[9] J. A. Stokes,“Using Google Tools to Increase Student Learning, Engagement, and Collaboration in Remote, Hybrid, and In-person Courses”,The FASEB Journal, vol. 36, iss.S1,2022, doi: 10.1096/fasebj.2022.36.S1.R2523. (in English)
[10] Ch. Karanjakwut,“A. Tiang-uan, A phenomenological study of students’ experiences using Google Docs for collaborative online virtual team writing instruction”,Malaysian Online Journal of Educational Sciences, vol. 12(3), pp. 7-43,2024, doi:10.22452/aldad.vol12no3.3. (in English)
[11] N. Hallemans and Ch.Copeland,“Student Perceptions of Live Versus Recorded Presentations”,Journal of English Teaching through Movies and Media, vol. 26(2), pp. 28-42,2025, doi: 10.16875/stem.2025.26.2.28. (in English)
[12] Sachin S. Kumbharand Vaiju Kalkhambkar,“Student Learning Improvement using Collaborative Presentations and Knowledge Sharing”,Journal of Engineering Education Transformations, vol. 37(IS2), pp. 753-759,2024, doi:10.16920/jeet/2024/v37is2/24117. (in English)
[13] V. Glazova, “Google Services as a Tool for Developing Students' Research Competence in Computer Science Lessons”, Bulletin of Science and Education, №12(30), pp. 618-634, 2024, doi: 10.52058/2786-6165-2024-12(30)-618-634. (in Ukrainian)
[14] O. Moskalenko, I. Fedyai, T. Bakumenko, and H. Kosenyuk, “Using Google tools for the educational process: Google Classroom as an innovative solution for distance learning”, Academic visions, vol. 19, 2023, doi: 10.5281/zenodo.7895993. (in Ukrainian)
[15] T. Ya. Vdovychyn, U. P. Kohut and O. V. Sikora, “Google Digital Tools for Organizing the Educational Process of a Pedagogical University in Crisis Conditions”, ITLT, vol. 22, no 6, pp. 75-98, 2022, doi: 10.33407/itlt.v92i6.5093. (in Ukrainian)
[16] O. Gulay and V. Kabak, “Google Digital Tools as a Means of Improving the Educational Process in Higher Education Institutions”, The Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: Pedagogy, no 1(2), pp. 14-23, 2023, doi: 10.25128/2415-3605.22.2.2. (in Ukrainian)
[17] N. Olefirenko and O. Dobrunov, “Digital Pedagogical Tools to Support Collaborative Student Activities in Computer Science Learning”, ITLT, vol. 106, no 2, pp. 1-14,2025, doi:10.33407/itlt.v106i2.5974. (in Ukrainian)
[18] L. Nezhyva, S. Palamar, and N. Semenii, “The Using of Digital Tools in the Project Activities of Students of Pedagogical Specialties of Higher Education Institutions”, ITLT, vol. 101, no. 3, pp. 71–85, 2024, doi: 10.33407/itlt.v101i3.5398. (in English)
[19] T. Sobchenko and O. Zheliznyak, “Practical Use of Digital Services in the Educational Process of Higher Pedagogical Education Institutions as a Pedagogical Problem”, Socio-Economic Relations in the Digital Society, no 3(49), pp. 63-75, 2023, doi: 10.55643/ser.3.49.2023.501. (in Ukrainian)
[20] K. Bortun, “Using Digital Tools “G Suite for Education” to Organize the Educational Process at the European University”, Economics and Management, no 3, pp. 133-139, 2022, doi:10.36919/2312-7812.3.2022.133. (in Ukrainian)
[21] H. F. Jing, N. Ishak, Aq. Arshad, andSh. Adam,“Assessing the Impact of Effective Team Collaboration on Individual Outcomes in Collaborative Presentation”,International Journal of Research and Innovation in Social Science,vol. IX(IV), pp. 1151-1160,2025, doi:10.47772/IJRISS.2025.90400088. (in English)
[22] M. S. Mills, “Collaborative presentations using Google Docs”, The Plugged-In Professor. Tips and Techniques for Teaching with Social Media, pp. 151-163,2013, doi: 10.1016/B978-1-84334-694-4.50012-0 (in English)
[23] Regulations on the Training of Applicants on an Individual Schedule at Zhytomyr Ivan Franko State University, 2024. [Online]. Available: https://zu.edu.ua/offic/ind_grafik.pdf (in Ukrainian)
[24] A. O. Yurchenko, “Features of the Formation of Information and Digital Competence of High School Students During the Study of the Presentation Editor”, Collection of scientific works. Pedagogical sciences, vol. 88, pp. 61–67, 2019, doi: 10.32999/ksu2413-1865/2019-88-10. (in Ukrainian)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2026 Nataliia Myronchuk