Adopting online lecturing for improved learning: A case study from teacher education

Quinn, Marie; Kennedy-Clark, Shannon

doi:10.53761/1.12.3.9

Cited by 3 publications

(1 citation statement)

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“…In other words, the early success of VFL is based, at least in part, on the high pedagogical content knowledge (PCK) of the instructor. However, not many studies have addressed how teachers design teaching in VFL contexts (e.g., Phillipson et al, 2015 ; Quinn & Kennedy-Clark, 2015 ). It suggests that more research could be conducted to explore relevant issues regarding designing teaching with VFL pedagogy.…”

Section: Introductionmentioning

confidence: 99%

Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs

Chai

Wang

2022

Educ Inf Technol

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Video-based flipped learning (VFL) has become a popular form of flipped learning. However, teachers’ technological pedagogical content knowledge (TPACK) for video-based flipped learning is still under-explored. A TPACK-VFL questionnaire for assessing teachers’ TPACK for VFL was developed and validated with both EFA and CFA in this study to fill the research gap. After instrument development and validation, a total of 211 secondary school teachers’ TPACK for VFL, their pedagogical beliefs, and the role of teacher pedagogical beliefs on their TPACK for VFL were explored in this study. The results showed that the secondary school teachers in this study generally expressed sufficient confidence in their TPACK for VFL. They tended to have strong learner-centered pedagogical beliefs and moderate teacher-centered pedagogical beliefs. Besides, compared with the senior high school teachers, the junior high school teachers showed significantly higher confidence in their technological pedagogical content knowledge (TPACK) for VFL (p < 0.05). This study also found that the teachers’ learner-centered pedagogical belief was significantly correlated with their content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological content knowledge (TCK), and technological pedagogical knowledge (TPK) (p < 0.05). In contrast, their teacher-centered pedagogical belief was significantly correlated with their TCK, TPK, and TPACK (p < 0.05). Cluster analysis was conducted based on the teachers’ pedagogical beliefs, which yielded three groups: the Learner-centered Group, the Double-emphasis Group, and the Neutral Group. A series of ANOVA confirmed that the three groups of teachers significantly differed in their CK, PK, PCK, and TPACK (p < 0.05), indicating that teachers’ pedagogical beliefs played a role in their TPACK for VFL. A series of post hoc analyses further revealed that, in general, the teachers in the Double-emphasis Group (i.e., those teachers who held both strong learner-centered and teacher-centered pedagogical beliefs) showed better TPACK for VFL.

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Section: Introductionmentioning

confidence: 99%

Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs

Chai

Wang

2022

Educ Inf Technol

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Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review

Ortube,

Panadero,

Dignath

2024

Educ Psychol Rev

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Self-regulated learning (SRL) is a key competence for pre-service teachers to develop, both for their own activities as learners and for their future activities as teachers. Therefore, it is crucial to understand how pre-service teachers can be supported in acquiring SRL competence in their initial training. To reach this aim, we conducted a systematic review of SRL interventions for pre-service teachers. Sixty-six intervention studies fulfilled the inclusion criteria. We explored three aspects of those SRL interventions, and how they moderate the interventions’ effectiveness: (1) the theoretical and practical underpinnings of SRL, (2) whether the intervention aimed to promote SRL learning and/or teaching of SRL, and (3) the intervention’s pedagogical characteristics and content related to the SRL professional competences. We found that the most effective SRL interventions (1) focused the training on one or two SRL areas (especially cognition and metacognition); (2) when targeted both, SRL learning and teaching of SRL, pre-service teachers’ SRL skills improved as well as their pedagogical skills; and (3) addressed direct and implicit SRL instruction, inside which self-assessment of learning and teaching practices appear as an effective pedagogical method. We derive implications from our findings for designing effective SRL interventions for prospective teachers.

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Implications of Computer-Aided Learning in Elt for Second Language Learners and Teachers During Covid-19

Saeed

Rashid

Saleem

et al. 2021

HSSR

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Purpose of the study: The primary purpose of this research study was to get detailed insights about numerous aspects of the online ELT for second language learners and teachers in Faisalabad. Methodology: Our study was based on an online survey. Respondents were students and teachers of the English department from different universities in Faisalabad. Data was collected and analyzed to find answers to our research questions. Other characteristics like focus, comfort, understanding, communication, and expense pinpoint the differences between online and physical ELT methods. Main Findings: We found that students and teachers most commonly faced internet connectivity and audio-visual issues. The overall opinion of students about teachers was encouraging. However, teachers claimed that students were not that much serious in online classes. Online ELT has improved the technical capabilities of respondents, and it has made them proficient in using smartphones, online storage, word processing, and computer troubleshooting. Faculty respondents showed interest in learning new tools despite the burden faced and psychological fears. Finally, social media and solution-oriented discussion forums can prove effective and efficient in addressing future pandemic outbreaks. Applications of this study: This study provided us with valuable insights that can help design an effective online educational framework for efficient and result-oriented English language learning. Novelty/Originality of this study: Our study explored faculty and students' psychological and technological readiness at postgraduate institutes to cope with future pandemics.

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Adopting online lecturing for improved learning: A case study from teacher education

Cited by 3 publications

References 0 publications

Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs

Exploring secondary school teachers’ TPACK for video-based flipped learning: the role of pedagogical beliefs

Self-Regulated Learning Interventions for Pre-service Teachers: a Systematic Review

Implications of Computer-Aided Learning in Elt for Second Language Learners and Teachers During Covid-19

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