Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students

Tai, Hung-Cheng; Pan, Mei-Yu; Lee, Bih‐O

doi:10.1016/j.nedt.2015.02.016

Cited by 47 publications

(55 citation statements)

References 18 publications

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“…However, teaching with technology can be a complicated and difficult task for some teachers under the influence of social and contextual factors (Koehler et al, 2011). Therefore, before applying mobile learning, teachers need to learn and grasp adequate technological and pedagogical knowledge (Tai et al, 2015). The technological pedagogical content knowledge (TPACK) model, as adopted in our study is a framework that can help us understand how teachers think and take actions accordingly.…”

Section: Language Teachers' Ict Literacymentioning

confidence: 99%

Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19

2020

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The sudden global outbreak of COVID-19 in late 2019 has led to thriving online teaching, including the teaching of languages, across the world. As the online teaching of English-as-a-foreign-language (EFL) in Chinese universities is facing new challenges, EFL teachers have been positively exploring new solutions. To understand how EFL teachers were coping with the challenges, we set up this research as part of a larger study to examine EFL teachers' cognitions about online teaching in response to the disruption of normal teaching plans. We did so by taking a qualitative approach through analyzing in-depth interviews with three EFL teachers from a Chinese university. Through thematic analysis we found that teachers had clear cognitions about features, advantages, and constraints of online EFL teaching and that they acquired information and communication technology (ICT) literacy through understanding students' learning needs, online teaching practice, and the necessity of integrating traditional classroom teaching methods into online delivery. We conclude this study with a discussion on its pedagogical implications for similar contexts or colleagues facing similar challenges in other parts of the world.

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Section: Language Teachers' Ict Literacymentioning

confidence: 99%

Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19

2020

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“…). Despite its increasing popularity in other disciplines, there has been limited discussion of the TPACK framework in health sciences education . Few researchers have applied this framework in this particular subject domain (e.g.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Faculty professional development in emergent pedagogies for instructional innovation in dental education

Zheng

Bender

Nadershahi

2015

Eur J Dental Education

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Innovative pedagogies have significantly impacted health professions' education, dental education included. In this context, faculty, defined in this study as instructor in higher education, has been increasingly required to hone their instructional skills. The purpose of this exploratory study was to share the design, implementation and preliminary outcomes of two programmes to enhance dental faculty's instructional skills, the Teaching and Learning Seminar Series and the Course Director Orientation. Data sources included faculty and student surveys developed and administered by the researchers; data extracted from the learning management system; reports from the learning analytics tool; and classroom observations. Participants' satisfaction, self-reported learning, instructional behavioural change, and impact on student learning behaviours and institutional practice were assessed borrowing from Kirkpatrick's 4-level model of evaluation of professional development effectiveness. Initial findings showed that faculty in both programmes reported positive learning experiences. Participants reported that the programmes motivated them to improve instructional practice and improved their knowledge of instructional innovation. Some faculty reported implementation of new instructional strategies and tools, which helped create an active and interactive learning environment that was welcomed by their students. The study contributes to literature and best practice in health sciences faculty development in pedagogy and may guide other dental schools in designing professional development programmes.

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“…TPACK is a framework that contains three aspects of knowledge: technological knowledge, pedagogical knowledge, and content knowledge. Since TPACK lays emphasis on technology in pedagogy use, it can be used in a technology-enhanced class design such as blended learning and flipped classroom approach (Doering, Veletsianos, Scharber, & Miller, 2009;Tai, Pan, & Lee, 2015). Later on, Ansyari (2015) analysed 22 articles about the characteristics of successful TPACK arrangements and formed nine considerations in designing a TPACK-based class, or, a technology-enhanced teaching class (see Appendix).…”

Section: Ideation and Prototype: The Flipped Learning Wheel (Flw)mentioning

confidence: 99%

Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

Luo

O’Steen

Brown

2020

Smart Learn. Environ.

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It is widely recognized that feedback is important for the improvement of second language (L2) writing skills; however, teachers are facing challenges in providing sufficient and quick feedback on students' written works. This study proposes to employ the flipped classroom approach and peer feedback in L2 writing classes. Though previous studies provided sufficient theoretical frameworks and design guidelines in both fields, there is still a lack of actionable process designs specifically for L2 writing that combine flipped learning and peer feedback. To address the aforementioned gaps, this article uses a 'design thinking' approach to establish a framework named the Flipped Learning Wheel (FLW), which contains the components and principles of a typical flipped learning class. To achieve collaborative and reflective learning, which have been rarely specified in previous flipped learning research, this study involves the jigsaw technique and process writing approach in the design. The paper presents a detailed explanation of the FLW implementation process in L2 writing classes that contains 18 steps. We also interviewed eight L2 writing teachers about their perceptions on the FLW framework's feasibility in practice. Respondents report that the teaching process is specific, actionable and feasible for real-life teaching, which also leaves sufficient freedom for teachers to make adjustments. However, more attention should be paid to classroom management, class size and teacher competence. The FLW framework and implementation process presented in this article can be directly used, adapted or reshaped by L2 writing teachers for students with middle and upper language ability. Future studies can also implement this process design in practice and test its impact on writing ability and engagement.

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Applying Technological Pedagogical and Content Knowledge (TPACK) model to develop an online English writing course for nursing students

Cited by 47 publications

References 18 publications

Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19

Teacher Learning in Difficult Times: Examining Foreign Language Teachers’ Cognitions About Online Teaching to Tide Over COVID-19

Faculty professional development in emergent pedagogies for instructional innovation in dental education

Flipped learning wheel (FLW): a framework and process design for flipped L2 writing classes

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