Synchronous Display and Whiteboard-Like Freehand Writing App as Teaching Tool for Virtual Classroom amidst the Pandemic

Abstract

Purpose:The research evaluates if teachers can achieve better teaching outcomes by using a proposed mobile interactive system (MIS) developed for this study as an additional approachtoenhancingteachers'proficiencyinTechnologicalPedagogical and ContentKnowledge (TPACK)in the virtual classroom. Background:According to previous studies,teachers'self-assessmenton TPACKmight be affected by their ego because they have autonomy over the students in the classroom. Some studies suggest that utilisation ofaninteractive whiteboard (IWB) promotes creativity in teaching and learning butthat itisunsuitablefor a virtual environment due to itslargesize andthehigh maintenance costsassociated with owning one in a teacher'sresidence. Besides, some studies also reveal thatallowing the students toassesstheirteachers throughTPACKisable toreduce potential errorswhich might resultfromtheTPACK self-assessmentdone by teachers. Methods:Pre-andpost-experimentswere conductedwith the developed MIS integrated into teaching process. Synchronous display (SD) and whiteboard-like freehand writing (WFW)werefeatures of the MIS integrated into the experimental group. Questionnaires were distributed to the students,and a reflective measurement model was formed usingSmartPLSand IBM SPSS Statistics. Findings:Based onourfindings,teachers'Technological Content Knowledgehad a significant positive effect on TPACK with the inclusion of MIS in online teaching.Predictive relevance wasalsoevaluated throughaQ 2value to predict the endogenous construct of the constructed model. The Q 2valuewasgreater than zero, indicating that the model possesses a predictive relevance. Conclusion:The integration of the developed MIS in the virtual classroom has a significant positive impact on thestudents'academic performance relating to conceptlearningand knowledge acquisition of subject matter.