Android-based applications on teaching skills based on TPACK analysis

Utami, Pipit; Pahlevi, FR; Santoso, Djoko; Fajaryati, Nuryake; Destiana, Bonita; Ismail, Mohd Erfy

doi:10.1088/1757-899x/535/1/012009

Cited by 6 publications

(5 citation statements)

References 8 publications

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“…However, experts do not always have to make micro-lectures for teaching and learning activities; rather, it tends to be more flexible when made by the mathematics teacher who ensures it suits students' needs and school characteristics. Each region has diverse characters that make micro-lectures unique [15,39]. Teachers can also include regional themes and cultures of their respective areas as an added value.…”

Section: Micro-lectures Designing Strategymentioning

confidence: 99%

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Effects of Micro-Lectures on Junior High School Students’ Achievements and Learning Satisfaction in Mathematics Lessons

et al. 2022

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In recent years, using micro-lectures (a short video of less than ten minutes) as a digital learning medium has become popular for integrating technology into mathematics lessons, providing new experiences to students and helping them to master mathematical concepts. It is important to note that the effectiveness of a micro-lecture depends on how teachers use it and on students’ perceptions of learning support media. Therefore, this research aims to determine Junior High School students’ achievements and satisfaction using micro-lectures on the topic of Direct and Inverse Proportions. Teachers’ micro-lectures in this research were designed based on their teaching styles, learning objectives, and considering the needs of their students. A quasi-experiment with 3, 2, and 1 pretest-posttest design with experimental and control groups was also used. In the first and second experimental groups, teachers used the same version of the micro-lectures in their classrooms as the main learning medium and at home to preview and review Direct and Inverse Proportions materials. At the same time, the control group used conventional expository learning activities. Finally, a learning satisfaction questionnaire was used to determine students’ perceptions of using micro-lectures in their mathematics lessons. Findings indicate that the use of micro-lectures in the experimental classes I and II is better than in the control class and led to improved learning achievements and student satisfaction. Meanwhile, there is no significant difference between using micro-lectures inside and outside classrooms. Students’ report cards also showed that their learning satisfaction using this technique was higher than the control class. Practical implications and suggestions for further investigation are to be also discussed at the end of the paper.

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Section: Micro-lectures Designing Strategymentioning

confidence: 99%

“…A micro-lecture is a short video of not more than 10 min that aims to discuss one of the important topics in mathematics [14]. Micro-lectures tend to make the basic concepts of difficult materials easier for students to understand and improve their learning outcomes [15][16][17]. Teachers can use them to facilitate abstract learning.…”

Section: Introductionmentioning

confidence: 99%

Effects of Micro-Lectures on Junior High School Students’ Achievements and Learning Satisfaction in Mathematics Lessons

et al. 2022

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“…The future teacher and the novice need to mastery the teaching skills, so that teaching training is highly important [87]. Online teaching training has high urgency.…”

Section: B Pattern Recognition For Assessing Teaching Skillsmentioning

confidence: 99%

“…Communication is one of the assessment aspects of teaching skills [92]. Recognition systems need to be developed in online teaching practices to recognize non-verbal elements of communication, such as gestures and facial expressions [87]. Affective recognition systems, especially FER, need to be developed in online learning.…”

Section: B Pattern Recognition For Assessing Teaching Skillsmentioning

confidence: 99%

A Brief Study of The Use of Pattern Recognition in Online Learning: Recommendation for Assessing Teaching Skills Automatically Online Based

Utami

Hartanto²,

Soesanti³

2022

ELINVO

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Online learning has become a trend for the current generation of students who have been exposed to advanced information and communication technology. Smart education can use pattern recognition. Manual assessments are subjective and inconsistent. To overcome these problems, pattern recognition can be used in the non-verbal aspect assessment system. This study describes pattern recognition in online learning about the functions, modalities, and algorithms and specifically related to the recognition system of non-verbal aspects of teaching skills. The literature study was carried out through the stages of planning, selection, extraction, and selection. There are 86 articles reviewed. The first result is the functions of implementing pattern recognition in online learning are engagement recognition, attention detection, emotion recognition, learning behavior, learning activity recognition, authentication, teaching training, etc. using four classifications of modality: visual, audio, biosignal, behavioral, and CNN as the most widely used learning algorithm. Secondly, all modalities (except behavioral) and CNN algorithm can be used for assessing teaching skills. Early development of the non-verbal aspect assessment system can use Facial Expression Recognition (FER) and Hand Gesture Recognition (HGR). The future analysis needs to focus on technology characteristics, the meaningfulness of the content, and the proper teaching mode. In the end, hopefully, prospective teachers will acquire technology that can make it easier for them to practice teaching and get objective assessments.

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“…Also, students can revisit the online modules to review the content. Utami et al (2019) developed an Android-based application to enhance teaching skills based on TPACK analysis. Their investigation aims to support a microteaching course for novel faculty in the college of engineering to enhance their teaching competence.…”

Section: Tpack In Higher Educationmentioning

confidence: 99%

Instructors’ Readiness to Teach Online: A Review of TPACK Standards in Online Professional Development Programmes in Higher Education

Mujallid

2021

IJLTER

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Online learning has been developed in higher education offering a flexible environment for learners. Faculty knowledge is among the most important domains required to be updated in order to ensure a successful integration of instructional technology and online learning in higher education. This update can be performed by providing faculty training on how to use technology. However, this should be integrated with pedagogical knowledge, which is represented in the Technological Pedagogical and Content Knowledge framework (TPACK). This paper reviewed the literature to find how higher education institutions support online instructors with professional development programmes and, moreover, to discover how these programmes are shaped by the TPACK framework. The paper also summarises the effective online teaching practices based on the TPACK framework presented in the literature. Teaching online is a challenge and does not mean having to move traditional instructions and activities into the online platform, but this does mean a shift might require building a whole new material to ensure the quality of online teaching and learning. Reviewing the previous literature regarding the available professional development programmes increases the need to integrate online teaching competence as a main objective into teacher education and professional development programmes to follow up with the skills of the 21st century students. The framework includes three main domains of teachers’ knowledge: Content (CK), which is related to the subject matter and answers the question “what will be taught?” such as concepts, theories and terms; Pedagogy (PK), which refers to teaching strategies required for addressing the students’ learning needs; and Technology (TK), which refers to the variety of technologies and instructional materials used, such as learning management systems.

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Android-based applications on teaching skills based on TPACK analysis

Cited by 6 publications

References 8 publications

Effects of Micro-Lectures on Junior High School Students’ Achievements and Learning Satisfaction in Mathematics Lessons

Effects of Micro-Lectures on Junior High School Students’ Achievements and Learning Satisfaction in Mathematics Lessons

A Brief Study of The Use of Pattern Recognition in Online Learning: Recommendation for Assessing Teaching Skills Automatically Online Based

Instructors’ Readiness to Teach Online: A Review of TPACK Standards in Online Professional Development Programmes in Higher Education

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