Integrating Camtasia, YouTube, and Google Classroom to create asynchronous learning environments

Mochamad Rizqi Adhi Pratama*, Maya Kurnia Dewi, Endang Susilowati

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)


Due to the COVID-19 pandemic, face-to-face interactions are still not permitted for the teaching and learning process. This condition has led to changes to the existing learning method to willy-nilly switch from conventional classes to what is called distance learning. Distance learning is referred to as online learning as its implementation requires Internet media that accommodate lecturers to interact with students online. The success of implementing online learning contributes to the learner’s satisfaction within the process of teaching and learning. This study used three applications—Camtasia video creator, YouTube, and Google Classroom—to assess how learners perceive the synchronous and asynchronous learning they have received. This study used a hybrid technique, combining a Google Form online survey with qualitative analysis of the respondents' answers. 52 students from the English Literature Department's Intermediate English Grammar Class served as the research participants. The findings indicate that the majority of students react well to the adoption of asynchronous learning when those three programs are used. The flexibility of access and timing is the most important and beneficial benefit. The integration between those three applications in conducting asynchronous learning is expected to provide a new perspective on implementing technology in English language teaching.

Original languageEnglish
Pages (from-to)1549-1563
Number of pages15
JournalWorld Journal on Educational Technology: Current Issues
Issue number5
Publication statusPublished - Sept 2022
Externally publishedYes


  • COVID-19 pandemic
  • Camtasia
  • English teaching
  • Google Classroom
  • YouTube
  • asynchronous learning


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