Using a Personalized Learning Style and Google Classroom Technology to Bridge the Knowledge Gap on Computer Science

Zhanat Kopeyev, Akan Mubarakov, Jaroslav Kultan, Gaukhar Aimicheva, Yessenkeldy Tuyakov


The article is devoted to the challenge of bridging the knowledge gap on computer science in context of the Kazakhstani education. The authors discuss the main reasons of gap in knowledge on computer science at first-year students and suggest suitable teaching to solve the indicated challenge. The considered teaching is based on the principle of continuity to teaching which provide correlation between various levels of education and improving the effectiveness of teaching.
The different levels of the students’ learning outcomes on computer science is considered as one of the most important cause of the investigated challenge. For this reason, the authors investigate the educational process design and the differentiated learning methodology using the Google Classroom technology aimed to the bridging knowledge gap in computer science.


computational thinking; knowledge gap in computer science; continuity; differentiated learning; learning outcomes; Google Classroom technology

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Copyright (c) 2020 zhanat Kopeyev, Akan Mubarakov, Gaukhar Aimicheva, jaroslav Kultan, Yessenkeldy Tuyakov

International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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