Abstract

The paper reports the outcomes of the collaborative use of Google Sites in teaching undergraduate courses in Economic Terminology at Volgograd State University. Based on a students’ survey, that allowed the project team to collect relevant data grouped according to four criteria: accessibility, interactive capacity, problem solving facilities, and feasibility of online tasks, as well as on a teachers’ questionnaire where page creation potential, interactive capacity, problem solving facilities, and task formulation options were assessed. The findings demonstrated that Google Sites may considerably support instructors of undergraduate courses in their efforts to motivate students’ learning and empower them with interactive course materials; virtual education community needs experiential ethic norms for responsible behavior more than prescribed administrative rules of online collective action.