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

Abstract

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.