Exploring the impact of technological pedagogical content knowledge framework on higher education: Faculty practices in emergency learning

Abdelrahim Fathy  Ismail; Ohaud  Al-Muoaeweed; Samia Mokhtar  Shahpo; Amro Hassan Ahmed  Badran; Ghada Nasr  Elmorsy

doi:10.18488/61.v13i1.4054

Authors

Abdelrahim Fathy Ismail Curriculum and Instruction Department, Faculty of Education, King Faisal University, Al Ahsa, Saudi Arabia. https://orcid.org/0000-0002-5977-6124
Ohaud Al-Muoaeweed Department of Humanities and Social Sciences, Prince Mohammad Bin Fahd University, Dhahran, Saudi Arabia. https://orcid.org/0000-0002-0094-914X
Samia Mokhtar Shahpo Department of Early Childhood, College of Sciences and Humanities Studies, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia. https://orcid.org/0000-0002-5230-6808
Amro Hassan Ahmed Badran Education and Psychology Department, College of Education, King Faisal University, Al-Ahsa, Saudi Arabia. https://orcid.org/0000-0002-8389-4382
Ghada Nasr Elmorsy Department of Kindergarten, College of Education, King Faisal University, Al Ahsa, Saudi Arabia. https://orcid.org/0000-0002-3965-906X

DOI:

https://doi.org/10.18488/61.v13i1.4054

Abstract

This study aims to develop a training program based on the Technological Pedagogical and Content Knowledge (TPACK) framework and to examine its impact on improving emergency distance teaching practices among university faculty members. The study used the experimental approach through a quasi-experimental design with one-group pre- and post-tests. The study sample consisted of 30 faculty members from the Colleges of Education, Arts, and Community at King Faisal University in the Kingdom of Saudi Arabia. A test was conducted to assess the cognitive dimension of TPACK knowledge with a performance observation checklist to evaluate TPACK practices. The research group participated in the distance training program through Microsoft Teams over 12 sessions. Measurement tools were applied before and after the program to identify differences between the pre- and post-tests and to calculate the effect size of the program. The results of the t-test for differences between the means were statistically significant in favor of the post-test in both the cognitive knowledge test and the performance observation checklist for distance teaching practices in light of the TPACK framework across all subdomains and overall scores. This study confirms that the TPACK-based training program significantly enhanced the knowledge and practical teaching skills of faculty in an emergency.