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 approach to enhancing teachers’ proficiency in Technological Pedagogical and Content Knowledge (TPACK) in the virtual classroom. Background: According to previous studies, teachers’ self-assessment on TPACK might be affected by their ego because they have autonomy over the students in the classroom. Some studies suggest that utilisation of an interactive whiteboard (IWB) promotes creativity in teaching and learning but that it is unsuitable for a virtual environment due to its large size and the high maintenance costs associated with owning one in a teacher’s residence. Besides, some studies also 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 teachers. Methods: Pre- and post- experiments were conducted with the developed MIS integrated into teaching process. Synchronous display (SD) and whiteboard-like freehand writing (WFW) were features of the MIS integrated into the experimental group. Questionnaires were distributed to the students, and a reflective measurement model was formed using SmartPLS and IBM SPSS Statistics. Findings: Based on our findings, teachers’ Technological Content Knowledge had a significant positive effect on TPACK with the inclusion of MIS in online teaching. Predictive relevance was also evaluated through a Q2 value to predict the endogenous construct of the constructed model. The Q2 value was greater 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 the students’ academic performance relating to concept learning and knowledge acquisition of subject matter.