The role of student engagement in promoting teachers’ continuous learning of TPACK: based on a stimulus-organism-response framework and an integrative model of behavior prediction

Zhou, Chi; Wu, Di; Li, Yating; Yang, Harrison Hao; Man, Shuo; Chen, Min

doi:10.1007/s10639-022-11237-8

Cited by 11 publications

(2 citation statements)

References 61 publications

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“…Notably, TPS-Online TPD is designed and developed primarily based on and focused on the circumstance of primary and secondary school teachers in China, which does not include other cultural backgrounds and college instructors. In addition, technology integration in teacher professional development is a long and dynamic process (Cai et al, 2019;Zhou et al, 2022). This study only measured the current teacher perceptions of the quality of online learning platforms.…”

Section: Discussionmentioning

confidence: 99%

Assessing quality of online learning platforms for in-service teachers’ professional development: The development and application of an instrument

Zhang

Wang²,

Yang³

et al. 2022

Front. Psychol.

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To help optimize online learning platforms for in-service teachers’ professional development, this study aims to develop an instrument to assess the quality of this type of platforms on teacher satisfaction. After reliability and validity tests and expert empowerment, the 27-item instrument was formed. Based on the information systems (IS) success model, this instrument was designed to measure teacher perceptions of the quality of online learning platforms from three dimensions, namely, content quality, technical quality, and service quality. Moreover, the developed instrument was used to analyze the effects of the National Teacher Training Platform amid the COVID-19 outbreak in China. The findings revealed that the improvement of the platform’s style, tool function, operating efficiency, and teaching methods could enhance teachers’ experience of online training.

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Section: Discussionmentioning

confidence: 99%

Assessing quality of online learning platforms for in-service teachers’ professional development: The development and application of an instrument

Zhang

Wang²,

Yang³

et al. 2022

Front. Psychol.

Self Cite

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“…While various studies have explored LMS adoption and e-learning material development, the integration of LMSs within the TPACK framework is relatively uncharted territory. The TPACK model highlights that effective technology integration transcends mere technological proficiency and necessitates the seamless fusion of pedagogical and content knowledge (Zhou et al, 2023). This research gap underscores the need to investigate how educators in higher education employ LMSs within the TPACK framework.…”

Section: Introductionmentioning

confidence: 99%

Beyond Storage: Evaluating the Utilization of Learning Management Systems in Higher Education

Mutanga,

Mhlongo,

Pillay

2023

IJIE

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In the rapidly evolving landscape of higher education, the integration of Learning Management Systems (LMSs) has become pivotal, transcending mere content uploading to necessitate a deeper fusion of technology, pedagogy, and content knowledge, as emphasised by the Technological Pedagogical Content Knowledge (TPACK) model. This study addresses the knowledge gap in assessing the alignment of the usage LMSs with the TPACK framework through a mixed-method approach. Analysing LMS usage patterns and distributing questionnaires to academics reveals the predominant use of LMSs for basic content storage, with limited incorporation of multimedia resources and infrequent utilisation of external and analytical tools. These findings raise concerns about universities' optimal utilisation of technology investments, highlighting the need to reassess LMS value and potential redesign. The study underscores the importance of enhanced training and support for academics to align LMSs with TPACK principles, emphasising the necessity of understanding this relationship. By doing so, educators can employ transformative strategies that extend beyond conventional boundaries, offering a more enriched educational experience.

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Navigating virtual english learning horizons: a study on students’ use of 360° videos in self-directed learning

Boudouaia,

Li,

Shadiev

et al. 2024

Educ Inf Technol

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Abstract360° videos have yielded satisfactory outcomes in English learning. However, there exists a dearth of research that delves into the efficacy of these videos for self-directed learning of English. This study aimed to investigate the factors that influence students’ use of 360° videos in self-directed learning of English by using the integrative model of behavior prediction as the theoretical background. The study sample consisted of 457 university students from China. A questionnaire was used to collect data. The questionnaire entailed few open questions and 26 items distributed among six factors: Attitudes, self-efficacy, subjective norms, behavioral intention, self-regulated skills, and actual use. SPSS 22.0, JASP, and SmartPLS 4 were used for data analysis. The results revealed significant direct effects of attitudes and self-efficacy on behavioral intention and direct effects of behavioral intention and self-regulated skills on actual behavior. However, the results showed that subjective norms and self-regulated skills did not have a direct effect on the behavioral intention, and that behavioral intention did not affect actual behavior through self-regulated skills. The implementation of 360° videos garnered interest among students for self-directed learning of English. The influence of self-regulatory skills on the utilization of 360° videos is noteworthy, as it may contribute to fostering a sense of ease and comfort among students and other stakeholders.

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The role of student engagement in promoting teachers’ continuous learning of TPACK: based on a stimulus-organism-response framework and an integrative model of behavior prediction

Cited by 11 publications

References 61 publications

Assessing quality of online learning platforms for in-service teachers’ professional development: The development and application of an instrument

Assessing quality of online learning platforms for in-service teachers’ professional development: The development and application of an instrument

Beyond Storage: Evaluating the Utilization of Learning Management Systems in Higher Education

Navigating virtual english learning horizons: a study on students’ use of 360° videos in self-directed learning

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