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 egosbecause 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.
Highlights
The outbreak of COVID-19 in the year 2020 caused a significant impact on the education sector
University & Hong Kong Baptist University some studies reveal that allowing the students to assess their teachers through TPACK is able to reduce potential errors which might result from the TPACK self-assessment done by United International College (BNU-HKBU United International College), Zhuhai, China teachers
Through PLS-SEM, the proposed model is constructed in Figure 3 based on adopting the TPACK framework
Summary
Background The outbreak of COVID-19 in the year 2020 caused a significant impact on the education sector. Emerging technologies are excellent for content presentations in the virtual classroom.[5] From students’ perspective, attending lessons via synchronous learning video conferencing is preferred as it offers flexibility, and students are engaged in the virtual session as much as in the physical classroom.[6] the effectiveness of the integration of technology in conducting online classes is questionable. The adoption of the TPACK model aims to help teachers contemplate their knowledge domains (technological, pedagogical, and content knowledge) and the intersections of these, so that they can teach and engage students effectively.
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