This article examines the use of Google Classroom in education and its potential to combine synchronous (realtime)and asynchronous (self-paced) learning. Particular attention is given to the integration of Project-Based Learning(PBL) with Google Classroom, highlighting its effectiveness, benefits, and challenges. The findings suggest that thehybrid learning model reduces rigidity, fosters student engagement, motivation, and achievement, and proves especiallyeffective in English as a Second Language (ESL) education.
| Mualliflar | Inomkhojaeva , Shodiyakhon |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-10-03 |
| Jild | 3 |
| Son | 10 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.17296940 |
DOI: 10.5281/zenodo.17296940 · Maqolaning asl sahifasi
Google Classroom, Project-Based Learning (PBL), synchronous learning, asynchronous learning, ESL education, student engagement, online learning, digital tools, hybrid learning, collaborative learning, reflective practices, educational technology, digital literacy, learning outcomes, student motivation, virtual classroom, interactive learning, real-time communication, flexible learning environment
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