Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Mulyadi, Dodi; Wijayatingsih, Testiana Deni; Budiastuti, Riana Eka; Ifadah, Muhimatul; Aimah, Siti

doi:10.3991/ijet.v15i06.11490

Cited by 25 publications

(22 citation statements)

References 31 publications

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“…The TPACK framework is widely used in the field of educational technology research to evaluate the appropriateness of technology in teaching, to select the technology to promote teaching, to select the technology of learning evaluation and to serve as reference for applying technology in the classroom of various disciplines. Mulyadi et al (2020) used the TPACK framework and explored the specific application of TCK, TPK, PCK and TPACK in the field of English for Specific Purposes. One of their conclusions is that technology can be used to teach aspects such as listening, reading, vocabulary and oral English, but is rarely used in teaching grammar.…”

Section: Technological Pedagogical Content and Knowledge (Tpack) Frameworkmentioning

confidence: 99%

“…When stating the research findings, we translated the items into English. To list the factors of difficulty and measures of support in the questionnaire, we referred to the questionnaire of Mulyadi et al (2020), support sub-dimensions of Poon (2013) and support measures of Porter et al (2014). In addition to basic information, the questionnaire included two multiple-choice questions, three open-ended questions and 57 statements for indicating a level of agreement or disagreement using a 5-point Likert scale (1 = strongly disagree, 2 = disagree, 3 = not sure, 4 = agree and 5 = strongly agree).…”

Section: Questionnaire Design and Analysismentioning

confidence: 99%

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What kind of support do teachers really need in a blended learning context?

Zhao

Song

2021

AJET

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Teachers in higher education are the principal participants in blended learning (BL). Without their engagement, any attempt at BL might fail. In the process of BL implementation, they are faced with various challenges and are mostly not well prepared. However, studies have often neglected the feeling of teachers and their anxieties during BL implementation. There is insufficient research on teacher-related factors, especially teacher support. To address this question, a questionnaire was conducted among 123 respondents from 10 universities in China between March and May 2020. An analysis of the data collected shows that BL is widely recognised by teachers, but they lack confidence in their competence in BL implementation. The top three difficulties that faculty face are increased workload, a lack of funds to build their own courses and a lack of time to prepare online activities. Further, respondents have a clear need for pedagogical support, financial and infrastructure support, policy support, technical support and emotional support. These findings indicate that a targeted support system should be constructed to address these difficulties. Special attention should be paid to formulating BL guidance, offering a supportive environment that values BL efforts and relieving the workload of faculty. Implications for practice or policy: BL teachers need various support to design and implement BL courses. Higher education institutions should formulate guidance and clarify the definition and key implementation elements to guide BL practice. Management departments of higher education institutions should take effective measures to alleviate the burden of teachers. The training of teachers in the application of BL technology should focus on strengthening technological content knowledge and technological pedagogical knowledge.

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Section: Technological Pedagogical Content and Knowledge (Tpack) Frameworkmentioning

confidence: 99%

Section: Questionnaire Design and Analysismentioning

confidence: 99%

What kind of support do teachers really need in a blended learning context?

Zhao

Song

2021

AJET

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“…Using technology-based learning media is very important to support the students' learning process because it can help them understand the material and reduce their boredom (Mulyadi, Wijayatingsih, Budiastuti, Ifadah, & Aimah, 2020). Thus, the primary function of learning media is to help students comprehend the learning materials.…”

Section: Introductionmentioning

confidence: 99%

Android-Based Mobile Learning Media in Teaching Reading of Report Texts

Muhfiyanti

Mulyadi

Aimah

2021

geej

Self Cite

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Mobile phones can be well integrated into English Instruction as the creativity and innovation of teaching media increase students’ interest and motivation. This research aims to reveal the validity, effectiveness, and practicality of utilizing Android-based Mobile Learning Media for teaching reading report texts. The present research employed the research and development design. The research instruments were questionnaires, tests, and learning media in Application Package Files (APK). The collected data were analyzed by employing descriptive statistics and inferential statistics with a t-test. This research’s subject was an experimental class and a control class in Senior High School of Muhammadiyah 2 of Purbalingga. The expert validation results were categorized into relevant and feasible learning media to teach report texts. The pre-test and post-test mean scores in the experimental class showed a highly significant difference because the class outperformed the control class. It means that Android-based MLM was effective for enhancing students’ reading comprehension of report texts. Meanwhile, the result of students’ perception obtained a good category. The data reveal that 70.4% of the students agreed to use Android-based MLM in the learning process. This research concludes that the final product meets the criteria of teaching media evaluation.

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“…The use of b-learning, if not properly applied, can lead mainly to technological dependence for teachers and learners [43] and an increased workload for teachers [44].…”

Section: Introductionmentioning

confidence: 99%

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

et al. 2020

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Information and communication technologies are a step forward in education, as they have given rise to innovative methodologies, such as blended learning. This type of training can be applied at any stage or educational typology such as basic vocational training. The main objective of this article is to know the degree of effectiveness of this methodology in this stage, specifically in an applied science module. For this purpose, a quasi-experimental design has been applied with a control group and an experimental group with a total of 147 participants. The results show how those students who have worked through b-learning have experienced better results in all the dimensions of the study. In conclusion, the implementation of this methodology in basic vocational training brings benefits, such as motivation and autonomy in the teaching–learning processes of all students.

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Technological Pedagogical and Content Knowledge of ESP Teachers in Blended Learning Format

Cited by 25 publications

References 31 publications

What kind of support do teachers really need in a blended learning context?

What kind of support do teachers really need in a blended learning context?

Android-Based Mobile Learning Media in Teaching Reading of Report Texts

B-Learning in Basic Vocational Training Students for the Development of the Module of Applied Sciences I

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