by J. Biggs and C. Tang, Maidenhead, England,
Open University Press, 2007, 360 pp., £29.99, ISBN-13: 978-0-335-22126-4

Teaching for quality learning at university

Context is an important aspect of educational research and the technological pedagogical content knowledge (TPACK) framework, but is often missing from TPACK research, or its specific meaning is not clear. To provide a systematic and comprehensive view of the extent to which context is included in such research, and to understand the meaning of context when it is included, we conducted a systematic review of publications about TPACK. Context was included in descriptions, explanations, or operationalizations of TPACK among 36% of the 193 empirical journal articles we examined. When context was included, classroom and school factors and those related to teachers were more likely to be included than those related to students and society. The grounds for context being included among around one-third of the articles and why some contextual factors are examined more than others are discussed. Implications for practice and recommendations for future research focus on investigating the complexity of pract...

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Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

The coronavirus disease (COVID-19) pandemic forced many universities to apply online learning. The purpose of this study was to break down the online learning process in the early pandemic as well as effective and optimal online learning. The design of this research is descriptive qualitative research. The data were collected through observation, questionnaires, interviews, and documentation. Interestingly, this study found online learning using the WhatsApp Group to be the most effective in the early COVID-19 pandemic. WhatsApp is easy, simple, and does not require a large data quota package. Through WhatsApp accounts, learning took place optimally because students and lecturers could communicate and share PowerPoint files, Microsoft Word files, JPGs, Voice Notes, Videos, and other learning resource links. The study recommends that other researchers uncover the solution to obstacles experienced by students in online learning and the development of other media to implement effective online lectures.

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Student’S Responses On Learning In The Early COVID-19 Pandemic

http://biblio.ugent.be/publication/8553483/file/8554221.pdf

The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches

On March 16, 2020, many universities in Indonesia began implementing online-based learning to replace lectures in the classroom. This is done as a way to reduce the transmission of the Covid-19 outbreak in Indonesia. There is an opinion that with the implementation of online learning, especially in mathematics education study programs, there are many obstacles when learning takes place. This study aims to determine the obstacles that arise after the implementation of online learning in mathematics learning in Higher Education. This research is a qualitative case study, assisted by an online survey. The researcher collected data through an online survey consisting of 27 questions. The survey is aimed at lecturers who teach in Mathematics Education study programs in Indonesia. The survey contains structured questions and leads to three parts, namely; basic skills challenges, teaching and learning challenges, and university challenges. The 27 questions contained questions about the ability of platform mastery to support online learning owned by each lecturer. The research involved 26 lecturers from universities in Sumatra, Java, Kalimantan, and Sulawesi. The results of this study reveal that all lecturers affected by the pandemic use a Learning Management System (LMS) based website as a means of online learning. The learning management system-based platform is the most widely used (google class and Edmodo) while video conferencing is the second choice (Zoom and Skype). What is interesting is that the LMS available on campus is less attractive to lecturers. However, there are obstacles faced such as the limitations of writing mathematical symbols and the limited basic capabilities of the learning management system and multimedia software to support online learning.

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Challenges during the pandemic: use of e-learning in mathematics learning in higher education

Relations between online learning and learning styles

Blended (hybrid) learning is one of the approaches that is utilized to help students for meaningful learning via information and communication technologies in educational settings. In this study, Computer II Course which is taught in faculties of education was planned and implemented in the form of a blended learning environment. The data were collected from freshman students of departments of mathematics and primary school education via a semi-structured survey which included open and closed-ended questions at the end of the implementation. The students were taking the course for the first time, and they were introduced with a blended learning environment for the first time with this course. The survey was conducted online and 67 students completed the survey voluntarily, and the data were subjected to content analysis. According to the results, implementing the course especially with electronic activities had positive effects on students from a learning and evaluation perspective. Students stated that the blended learning environment supported their active participation to the course activities and indicated that following the content of the course, homework and projects online was interesting and useful. Key Words Blended Learning, Hybrid Learning, Technology-supported Learning, Learning Management System. Existing information and communication technologies have been affecting and changing almost all fields. Developing technology offers many alternatives related with educational environments, methods and tools. There have been many researches, especially, on the issues of information access in higher education institutes, e-mail communication systems, forming virtual learning environments, the use and the dissemination of educational technologies parallel to the needs of students and institutions (Deepwell & Malik, 2008). However, unifying technology with various learning/teaching environments effectively is a sophisticated problem which is hard to solve (Fitzer et al., 2007). In this framework, research on designing technologically equipped learning environments; with the aim of providing effective and fruitful learning have been concentrating on Blended Learning. Generally blended learning is the use of diverse information transfer methods together and in some occasions within a learning methodology (Sloman, 2003). Disability in removal of the deficiencies experienced in teaching environments designed completely in the form of e-learning and, especially, the fact that such environments restrict communication and interaction has increased demand for face to face learning thus caused blended learning to get considerable attention in the field (Fook, Kong, Lan, Atan, & Idrus, 2005). The notions of "blending" and mixing" of learning are interpreted differently by researchers according to aims of application (Mortera-Gutierrez, 2006). The proportion of face to face and online learning technologies in the use of blended learning might be different (Osguthorpe & Graham, 2003; Singh, 2003). Blended learning is not restricted with the use of some strategies (discussion forums, mail, content presentation,.. etc.) only in online learning as a tool for supporting face to face learning (Usta, 2007). T.herefore, blended learning, which should be considered as a teaching design approach, is a process that should be planned strategically to be applied in a teaching institution, a teaching program or in a course (Mortera-Gutierrez, 2006; Oblinger, 2006; Sharpe, Benfield, Roberts, & Francis, 2006). It is found that face to face and blended learning are not different in terms of attitude and success in a few research where the effect of various application formats of blended learning on student satisfaction, success, etc. are examined (Delialioglu & Yildirim, 2007; Pereira et al., 2007). Students who attended blended learning applications were reported to have positive attitudes towards e-learning rather than face to face learning and have higher grades in examinations (el-Deghaidy & Nouby, 2008). …

/pdf/a-blended-learning-experience-1kvc4h2sev.pdf

A Blended Learning Experience

Evaluation of Educational Authoring Tools for Teachers stressing of Perceived Usability Features

Project-based learning (PjBL) has been promoted as an effective and frequently used student-centered learning approach for various learning environments. To have various learning experiences with PjBL is an important requirement for pre-service teachers (PSTs). The purpose of the study was to investigate the experiences PSTs had with group work and collaboration, resources and research methods, the problems they faced, and the strategies they used to overcome these problems during the information and communications technology (ICT)-integrated PjBL process, as well as their thoughts concerning learning processes in PjBL. The participants in the study consisted of 413 PSTs in six different teaching programs who took the course Computer 2. Qualitative methods were used in this descriptive study. The results revealed that PSTs perceived the PjBL processes mostly positively and also that they thought the PjBL process contributed to their learning and helped them gain PjBL skills. PSTs formed groups based on their own preferences. PSTs perceived that the PjBL process based on group work that was implemented advanced their problem-solving and collaboration skills.

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Pre-Service Teachers' Experiences and Views on Project-Based Learning Processes.

The purpose of this study was to adapt the Technological Pedagogical Content Knowledge (TPACK) Survey developed by Schmidt and colleagues into Turkish and investigate its factor structure through exploratory and confirmatory factor analysis. The participants were 352 elementary pre-service teachers from three large universities in northwestern Turkey. For statistical analyses SPSS and LISREL programs were used. Cronbach Alpha reliability coefficients of subscales ranged between 0.77 and 0.88. Exploratory factor analysis results showed that the factor structure of the Turkish version of the survey was similar with the original version. According to the confirmatory factor analysis results, the goodness of fit indices indicated a good model fit. Based on the results, it was concluded that the TPACK Survey is appropriate for Turkish culture.Key WordsTechnology, Pedagogy, Content Knowledge, Elementary Education, Factor Analysis, Adaptation.The influence of technology on various fields has increased in recent years. In education, however, this influence is less pronounced (Oliver, 2002). The reasons were attributed to inadequate technological infrastructure of schools, low teacher motivation toward technology use and lack of technological knowledge (Cox, Preston, & Cox, 1999). However, even after the infrastructure was improved there are still problems in technology-instruction integration. The main reason might be that teachers are hesitant to use technologies due to lack of experience and knowledge; and most technological facilities are managed by information technology specialists at schools (Albion, 1999; Demetriadis et al., 2003; Gur, Ozoglu, & Baser, 2010; Hu, Clark, & Ma, 2003). In recent years, numerous studies have focused on how to improve teachers' knowledge and use of technologies in classrooms and how to develop successful technology-instruction integration (Gao, Choy, Wong, & Wu, 2009; Mishra & Koehler, 2006; Niess, 2005; Ottenbreit-Leftwich, Glazewski, Newby, & Ertmer, 2010; Sang, Valcke, van Braak, & Tondeur, 2010).Based on Shulman's (1986) construct of Pedagogical Content Knowledge, a new model that integrates technology, pedagogy, and content, Technological Pedagogical Content Knowledge (TPACK) model was developed (Archambault & Crippen, 2009a; Chai, Koh, Tsai, & Tan, 2011; Koehler & Mishra, 2005, 2008, 2009; Lee & Tsai, 2010; Niess, 2005; Niess, Suharwoto, Lee, & Sadri, 2006). In this model, it was emphasized that teachers need not only pedagogical and content knowledge but also technological knowledge in order to keep up with the technological developments in education (Mishra & Koehler, 2006). The TPACK is a model that integrates technology (computers, internet, digital video, etc.), pedagogy (teaching and learning methods and strategies) and content (subject matter) (Harris, Mishra, & Koehler, 2009). The TPACK model aims to help teachers to design and evaluate instruction that effectively combines pedagogical content knowledge and technology (Schmidt et al., 2009). Moreover, this model supports the use of technology in aiding learning difficulties and developing new knowledge by using previous and existing knowledge in students (Koehler & Mishra, 2009; Mishra & Koehler).The TPACK model has three basic components: (i) Technology Knowledge (TK), (ii) Pedagogy Knowledge (PK), (iii) Content Knowledge (CK); from the combinations of these three, another three components are developed: (iv) Technological Content Knowledge (TCK), (v) Pedagogical Content Knowledge (PCK), and (vi) Technological Pedagogical Knowledge (TPK); and finally, the intersection of these six components creates (vii) Technological Pedagogical Content Knowledge (TPACK) (Koehler & Mishra, 2008).The TPACK model provides a theoretical basis for using instructional technologies in teacher education programs (Angeli & Valanides, 2009). …

https://files.eric.ed.gov/fulltext/EJ1016741.pdf

Turkish Adaptation of Technological Pedagogical Content Knowledge Survey for Elementary Teachers.

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