ESL teachers TPACK domains in an online digital tools and flipped classroom course

This study explored the TPACK domains of English language teachers in an onlinecourse about digital tools and flipped classroom. The study aimed to analyse the TPACKdomains that appeared in teachers interaction with the online learning artefacts.Seeking to address gaps in the research, this qualitat...

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Main Author: Mohd Faisal Farish Ishak
Format: thesis
Language:eng
Published: 2021
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Online Access:https://ir.upsi.edu.my/detailsg.php?det=6887
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institution Universiti Pendidikan Sultan Idris
collection UPSI Digital Repository
language eng
topic LB Theory and practice of education
spellingShingle LB Theory and practice of education
Mohd Faisal Farish Ishak
ESL teachers TPACK domains in an online digital tools and flipped classroom course
description This study explored the TPACK domains of English language teachers in an onlinecourse about digital tools and flipped classroom. The study aimed to analyse the TPACKdomains that appeared in teachers interaction with the online learning artefacts.Seeking to address gaps in the research, this qualitative study utilised phenomenologymethodology to explore in-depth the teachers TPACK development phenomenon. The instruments usedfor the purpose were online discussion post, online quiz, activity plan, digital learningproducts, reflective journals, lesson plans, video recorded lesson and semi-structuredinterview. This study selected 2 in-service English language teachers through purposive sampling.The results showed that the emergence of TPACK domains among teachers could be classified in theform of 4 main categories such as Resided Knowledge, Added Knowledge, Modified Knowledge and Aggrandised Knowledge. In addition, the emergence of the TPACK domains resultingfrom the interaction of teachers with the research instruments showed a phenomenon that could bedescribed through a framework labeled as 'Augmented TPACK'. In conclusion, this studyshowed teachers TPACK could be futher developed through professional development courses byutilising TPACK as the basic framework for the courses offered. This study also suggested a matrix of TPACK Professional Development Course Package. The matrix implicatedonline module design anddevelopment for in-service English language teachers.
format thesis
qualification_name
qualification_level Doctorate
author Mohd Faisal Farish Ishak
author_facet Mohd Faisal Farish Ishak
author_sort Mohd Faisal Farish Ishak
title ESL teachers TPACK domains in an online digital tools and flipped classroom course
title_short ESL teachers TPACK domains in an online digital tools and flipped classroom course
title_full ESL teachers TPACK domains in an online digital tools and flipped classroom course
title_fullStr ESL teachers TPACK domains in an online digital tools and flipped classroom course
title_full_unstemmed ESL teachers TPACK domains in an online digital tools and flipped classroom course
title_sort esl teachers tpack domains in an online digital tools and flipped classroom course
granting_institution Universiti Pendidikan Sultan Idris
granting_department Fakulti Bahasa dan Komunikasi
publishDate 2021
url https://ir.upsi.edu.my/detailsg.php?det=6887
_version_ 1747833326654193664
spelling oai:ir.upsi.edu.my:68872022-03-21 ESL teachers TPACK domains in an online digital tools and flipped classroom course 2021 Mohd Faisal Farish Ishak LB Theory and practice of education This study explored the TPACK domains of English language teachers in an onlinecourse about digital tools and flipped classroom. The study aimed to analyse the TPACKdomains that appeared in teachers interaction with the online learning artefacts.Seeking to address gaps in the research, this qualitative study utilised phenomenologymethodology to explore in-depth the teachers TPACK development phenomenon. The instruments usedfor the purpose were online discussion post, online quiz, activity plan, digital learningproducts, reflective journals, lesson plans, video recorded lesson and semi-structuredinterview. This study selected 2 in-service English language teachers through purposive sampling.The results showed that the emergence of TPACK domains among teachers could be classified in theform of 4 main categories such as Resided Knowledge, Added Knowledge, Modified Knowledge and Aggrandised Knowledge. In addition, the emergence of the TPACK domains resultingfrom the interaction of teachers with the research instruments showed a phenomenon that could bedescribed through a framework labeled as 'Augmented TPACK'. In conclusion, this studyshowed teachers TPACK could be futher developed through professional development courses byutilising TPACK as the basic framework for the courses offered. This study also suggested a matrix of TPACK Professional Development Course Package. The matrix implicatedonline module design anddevelopment for in-service English language teachers. 2021 thesis https://ir.upsi.edu.my/detailsg.php?det=6887 https://ir.upsi.edu.my/detailsg.php?det=6887 text eng closedAccess Doctoral Universiti Pendidikan Sultan Idris Fakulti Bahasa dan Komunikasi Abdulwahed, M., & Nagy, Z. K. (2009). Applying Kolbs experiential learning cyclefor laboratory education. Journal of Engineering Education, 98(3), 283294.https://doi.org/10.1002/j.2168-9830.2009.tb01025.xAnglin, M. S. (2017). Technology integration by general education teachers of english languagelearners [Walden University]. In ProQuest Dissertations and Theses.https://search.proquest.com/docview/1964910245?accountid=13155Ayiek, B., & Yelken, T. Y. (2018). The effect of flipped classroom model onstudents classroom engagement in teaching english. International Journal of Instruction, 11(2),385398. http://10.0.50.173/iji.2018.11226aBahagian Teknologi Pendidikan. (2018). 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