Revisting blended learning in TPACK: Literature review

Rahmawati, Novita; Budiyanto, Cucuk Wawan; Basori,

doi:10.1063/1.5139828

Cited by 3 publications

(3 citation statements)

References 20 publications

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“…Active learning in an online context necessitates the implementation of a TPACK framework (Doering et al, 2009). Technology and educator pedagogy can be established in accordance with learning objectives so that students obtain the necessary skills and comprehension, as well as a strong integration of technological, pedagogical, and content knowledge (Rahmawati et al, 2019). The quality of online learning is determined by how technology, pedagogy, and content knowledge are integrated (Chai et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

2023

pegegog

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Active learning is centered on students and encourages them to participate in various classroom activities, with the teacher as a facilitator. Students are expected to develop multiple 21st-century skills through an active learning process, including digital and scientific literacies. Numerous studies demonstrate that students lack digital and scientific literacy, necessitating the empowerment and improvement of both skills through active learning based on TPACK (Technological, Pedagogical, and Content Knowledge) (Tütüniş et al, 2022). The objective of this study was to investigate the effect of TPACK-based active learning on students' digital literacy and scientific literacy in Genetics. PBL (Problem-based Learning), RQA (Reading, Questioning, and Answering), and a mix of PBL and RQA are all examples of active learning approaches. TPACK-based active learning was used in the Genetics course because students perceive genetics as challenging. A pretest-posttest three-treatment design was adopted, with each learning model being applied to a group of students. This study uses parametric inferential statistical methods, using ANCOVA. Data on students' digital literacy and scientific literacy were obtained using pretest and post-tests. The results indicated no statistically significant difference between the three learning models. The students' digital literacy and scientific literacy both experienced an increase due to implementing the three learning models. The implications of this research are the three active learning models based on TPACK can promote students' digital and scientific literacies. Other educators can adopt the experience of teaching Genetics with PBL, RQA, and PBL-RQA to promote digital literacy and scientific literacy.

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Section: Discussionmentioning

confidence: 99%

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

2023

pegegog

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“…Online and virtual learning decisions during the Covid-19 pandemic have problems in their application. Besides technical challenges, the teachers' ability to integrate technology into learning is also an important factor that affects the success of online learning (Johnson et al , 2016; Fuad et al , 2020; Rahmawati et al , 2019).…”

Section: Reimagining Post-covid-19 Architectural Educationmentioning

confidence: 99%

A blended learning strategy: reimagining the post-Covid-19 architectural education

Megahed

Hassan

2021

ARCH

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PurposeThe present work reviews the impacts of the Covid-19 pandemic on architecture education (AE), with the aim of discussing the interaction and integration of technology-based models.Design/methodology/approachDifferent research methods were used to achieve the research purposes including an online survey, semistructured interviews, observations and reviewing recent literature. The study proposes a theoretical framework to investigate blended learning (BL) approaches in AE, based on the blended teaching–learning continuum, the growth of online delivery mode and technology integration and the gradual responsibility adopted for the current Covid-19 pandemic.FindingsThe study proposes a vision to reimagine post-Covid-19 education and the required BL strategy to provide a theoretical framework that integrates the instructional models required to be investigated by instructors.Research limitations/implicationsThe research findings are based on a theoretical approach not tested practically. A further detailed investigation is required. Thus, the road to reimagining the post-Covid-19 AE is still evolving.Social implicationsAs faculty members, one should take steps toward preparing BL strategies. These strategies present other alternatives to continue teaching and learning while keeping safe in any other emergency in education. In this work, an overview of BL approaches, continuum and related technological and instructional models has been shaped to propose a new vision to post-Covid-19 AE.Originality/valueThis paper responds directly to the initiated call on the pandemic's effect on traditional education by taking a pedagogical perspective. The study presents a holistic BL strategy and proposes a new theoretical and instructional model to design a suitable and balanced BL environment in AE.

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“…According to the TPACK framework, certain technological tools (hardware, software, applications, related information literacy practices, etc.) are well suited to teaching and leading students to a better and stronger understanding of the subject (Rahmawati et al, 2019). The three types of knowledge, namely TK (Technological Knowledge), PK (Pedagogical Knowledge) and CK (Content Knowledge), are replicated through the TPACK framework.…”

Section: Technologicalpedagogical and Content Knowledge (Tpack)mentioning

confidence: 99%

Implementation of TPACK-Based Project Based Learning (PjBL) Model to Increase Learning Motivation of Class X Students of Taruna Terpadu Vocational School

Madjid,

Moelier,

Asri

et al. 2024

Intl. J. Rel.

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The purpose of this study was to determine the Project Based Learning (PjBL) learning model based on Technological Pedagogical and Content Knowledge (TPACK) in increasing the learning motivation of class X students of SMK Taruna Terpadu. This research is a type of PTK research conducted in two cycles using the spiral model by C. Kemmis and MC. Taggart. The research subjects were students of class X of SMK Taruna Terpadu with a total of 30 students. The data collection technique in this study used a comparative descriptive method by comparing the results from pre-cycle to cycle II. The results of the action showed that students who were very happy with PjBL learning reached 100%, students who were motivated to follow the learning reached 100%, students who felt they added insight with the PjBL model reached 100%, students who were curious about the PjBL learning model reached 97%, and students who were eager to follow learning with the PjBL model reached 93%. From this data, it can be seen that the impression of students towards the PjBL model is that almost all students in one class are motivated to follow PjBL-based learning that is applied in teaching and learning.

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Revisting blended learning in TPACK: Literature review

Cited by 3 publications

References 20 publications

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

TPACK-based Active Learning to Promote Digital and Scientific Literacy in Genetics

A blended learning strategy: reimagining the post-Covid-19 architectural education

Implementation of TPACK-Based Project Based Learning (PjBL) Model to Increase Learning Motivation of Class X Students of Taruna Terpadu Vocational School

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