Short blended online training for faculties' technological, pedagogical and content knowledge

The use of Short Blended Online Training (SBOT) for Technological Pedagogical and Content Knowledge (TPACK) development is a promising approach to facilitate the use of e-learning by academics. Adult learners prefer the blending of pedagogies such as presentation, demonstration, practice and feedbac...

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Main Author:	S. Alsofyani, Mohammed Modeef
Format:	Thesis
Language:	English
Published:	2012
Subjects:	L Education (General)
Online Access:	http://eprints.utm.my/id/eprint/32507/1/MohammedModeefPFP2012.pdf
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id	my-utm-ep.32507
record_format	uketd_dc
spelling	my-utm-ep.325072017-09-21T06:06:03Z Short blended online training for faculties' technological, pedagogical and content knowledge 2012-11 S. Alsofyani, Mohammed Modeef L Education (General) The use of Short Blended Online Training (SBOT) for Technological Pedagogical and Content Knowledge (TPACK) development is a promising approach to facilitate the use of e-learning by academics. Adult learners prefer the blending of pedagogies such as presentation, demonstration, practice and feedback if they are structured and instructor-led with an efficient training length. Thus, it is suggested that SBOT has the potential to create a highly preferred environment for training. However, little is known about how faculty members in the social science field evaluate SBOT for TPACK development. This study explores the evaluation of this mode of training through cross-case and mixed method design. Fifty three faculty members from different universities joined this training. Interviews, Technology Acceptance model (TAM) instrument, completion rate of blended online course design and development and TPACK instrument were used to collect the evaluation for the SBOT. Interview codings, descriptive statistics and pre-post t-test were used to analyse the data. Results show a great acceptance for the SBOT because it provides useful, quality and practical training. The mean scores derived from TAM were high especially for training usefulness (4.3), training ease of use (4.3), and behavioural intention to join future SBOT (4.7) show high acceptance of this mode of training. The completion rates were 75% for blended online course design and 88% for development, suggesting that SBOT was useful and practical. In practice, dual training modes can be offered for TPACK development programs. These training modes may consist of face-to-face training and SBOT in order to enhance the TPACK development process in HEIs. 2012-11 Thesis http://eprints.utm.my/id/eprint/32507/ http://eprints.utm.my/id/eprint/32507/1/MohammedModeefPFP2012.pdf application/pdf en public phd doctoral Universiti Teknologi Malaysia, Faculty of Education Faculty of Education
institution	Universiti Teknologi Malaysia
collection	UTM Institutional Repository
language	English
topic	L Education (General)
spellingShingle	L Education (General) S. Alsofyani, Mohammed Modeef Short blended online training for faculties' technological, pedagogical and content knowledge
description	The use of Short Blended Online Training (SBOT) for Technological Pedagogical and Content Knowledge (TPACK) development is a promising approach to facilitate the use of e-learning by academics. Adult learners prefer the blending of pedagogies such as presentation, demonstration, practice and feedback if they are structured and instructor-led with an efficient training length. Thus, it is suggested that SBOT has the potential to create a highly preferred environment for training. However, little is known about how faculty members in the social science field evaluate SBOT for TPACK development. This study explores the evaluation of this mode of training through cross-case and mixed method design. Fifty three faculty members from different universities joined this training. Interviews, Technology Acceptance model (TAM) instrument, completion rate of blended online course design and development and TPACK instrument were used to collect the evaluation for the SBOT. Interview codings, descriptive statistics and pre-post t-test were used to analyse the data. Results show a great acceptance for the SBOT because it provides useful, quality and practical training. The mean scores derived from TAM were high especially for training usefulness (4.3), training ease of use (4.3), and behavioural intention to join future SBOT (4.7) show high acceptance of this mode of training. The completion rates were 75% for blended online course design and 88% for development, suggesting that SBOT was useful and practical. In practice, dual training modes can be offered for TPACK development programs. These training modes may consist of face-to-face training and SBOT in order to enhance the TPACK development process in HEIs.
format	Thesis
qualification_name	Doctor of Philosophy (PhD.)
qualification_level	Doctorate
author	S. Alsofyani, Mohammed Modeef
author_facet	S. Alsofyani, Mohammed Modeef
author_sort	S. Alsofyani, Mohammed Modeef
title	Short blended online training for faculties' technological, pedagogical and content knowledge
title_short	Short blended online training for faculties' technological, pedagogical and content knowledge
title_full	Short blended online training for faculties' technological, pedagogical and content knowledge
title_fullStr	Short blended online training for faculties' technological, pedagogical and content knowledge
title_full_unstemmed	Short blended online training for faculties' technological, pedagogical and content knowledge
title_sort	short blended online training for faculties' technological, pedagogical and content knowledge
granting_institution	Universiti Teknologi Malaysia, Faculty of Education
granting_department	Faculty of Education
publishDate	2012
url	http://eprints.utm.my/id/eprint/32507/1/MohammedModeefPFP2012.pdf
_version_	1747816018926895104

Short blended online training for faculties' technological, pedagogical and content knowledge

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