Evaluating the effectiveness of a blended learning system for developing technological andragogical content knowledge (tack) in community educators
DOI:
https://doi.org/10.5007/1518-2924.2024.e96419Palabras clave:
Content knowledge, andragogical knowledge, technology knowledge, equality education, non-formal educationResumen
Objective: The relevance of content knowledge, as well as andragogical knowledge and technological knowledge, is rapidly coming into focus as a challenge to turn into Technological Andragogical Content Knowledge (TACK). This study aimed to understand better the substantial variations in learning outcomes attributed to each of the seven sub-indicators of comprehension of technological andragogical content knowledge.
Method: This study part of quantitative study. The data were gathered twice in this research, once before and once after the TACK intervention program began, to examine the impact of the TACK training paradigm. The TACK Training Model Development program was offered to 97 instructors from 28 Community Learning Activity Centers in the West Sumatra Province, Indonesia. These instructors engaged in the program on a voluntary basis.
Result: The results of this study show that there was a statistically significant difference in TACK among currently practicing educators. This study suggests that a blended learning system for educational applications as an intelligence tutor may provide an alternate means of guiding educators. The findings of this research align with other research suggesting that the blended learning strategy has great potential for future TACK-based professional learning enabled by data analytics. This study's findings add to the expanding body of literature on blended learning in teacher education and teacher professional development, which seeks to enhance how adult instructors get specialized professional training to significantly impact their students' achievements.
Conclusions: According to the findings, the TACK of the participants showed substantial signs of improvement. These findings contribute to the relatively small body of research that has been done on TACK, which helps adult educators further their professional development through the support of a blended learning system. This allows them to acquire the knowledge necessary to andragogically incorporate digital technology into students' educational experiences in Community Learning Activity Centers. This investigation has the potential to serve as a case study of the integration of blended learning with adult learning theory.
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