Adoption of Google Forms for Enhancing Collaborative Stakeholder Engagement in Higher Education

Authors

  • S. Sandhya Department of MCA, RV College of Engineering, Bangalore - 59
  • Shaila H. Koppad Department of MCA, RV College of Engineering, Bangalore - 59
  • S. Anupama Kumar Department of MCA, RV College of Engineering, Bangalore - 59
  • Andhe Dharani Department of MCA, RV College of Engineering, Bangalore - 59
  • B. V. Uma Department of Electronics and Communication Engineering, RV College of Engineering, Bangalore - 59
  • K. N. Subramanya Principal & Professor, RV College of Engineering, Bangalore - 59

DOI:

https://doi.org/10.16920/jeet/2020/v33i0/150161

Keywords:

Google Forms, Education, Survey, Data Collection.

Abstract

Adopting Information and Communications Technology (ICT) in Education is essential in 21st century to support, enhance, and optimise the delivery of information. ICT tools makes the education simpler and vibrant to all parts of the nation. Higher Education involves various stakeholders with multiple roles due to which collecting and analysing the responses is challenging task for the coordinators. Google Forms as part of ICT tools are used in data collection for various course registration/responses by the organizations. These collective help in authenticity, visualization and official timestamp. This paper highlights role of Google Forms used for conducting various surveys at RV College of Engineering. The process was enhanced using ICT for data collection from various stakeholders with the concept of anytime, anywhere. It was made flexible and streamlined through google forms by importing the responses from google forms in required file format for analysis and provide overall insights to all stakeholders in higher education.

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Published

2020-01-31

How to Cite

Sandhya, S., Koppad, S. H., Anupama Kumar, S., Dharani, A., Uma, B. V., & Subramanya, K. N. (2020). Adoption of Google Forms for Enhancing Collaborative Stakeholder Engagement in Higher Education. Journal of Engineering Education Transformations, 283–289. https://doi.org/10.16920/jeet/2020/v33i0/150161