Effectiveness of online training on digital pedagogical skills of remote area teachers in Nepal
1 Mahendra Ratna Campus Tahachal, Tribhuvan University, NEPAL2 Central Department of Education, Tribhuvan University, NEPAL3 Babai Multiple Campus, Mid-West University, NEPAL4 Nepal Open University, NEPAL* Corresponding Author
International Journal of Professional Development, Learners and Learning, 5(2), 2023, ep2311, https://doi.org/10.30935/ijpdll/13666
Published: 11 September 2023
OPEN ACCESS 77 Views 79 Downloads
Pedagogical skills are fundamental requirements for all teachers for the pedagogical shift in day-to-day teaching and learning activities. Therefore, the digital pedagogical skills training was organized for enhancing the pedagogical skill of the teachers. The aim of this research was to find the effect of that virtual training on the digital pedagogical skills provided to teachers. The quasi-experimental research design was employed among 44 school teachers in Karnali Province. Mean, standard deviation, t-test, ANOVA, and linear regression were major statistical techniques used in the research. The finding indicates that the intervention was highly effective to enhance the digital pedagogical skills of the teachers in remote areas. Gender, qualification, and teaching level are contributing factors to determine the digital pedagogical skills of teachers. The training was found to be more effective in the use of writing tools, email, file sharing, internet surfing, subject-related mobile applications and online resources, and video conferencing tools.
Joshi, D. R., Adhikari, K. P., Chapai, K. P. S., & Bhattarai, A. R. (2023). Effectiveness of online training on digital pedagogical skills of remote area teachers in Nepal. International Journal of Professional Development, Learners and Learning, 5(2), ep2311. https://doi.org/10.30935/ijpdll/13666
- Adhikari, K. P., Joshi, D. R., & Sharma, K. P. (2022). Factors associated with the challenges in teaching mathematics online during COVID-19 pandemic. Contemporary Mathematics and Science Education, 3(2), ep22014. https://doi.org/10.30935/conmaths/12225
- Al-Rahmi, W. M., Othman, M. S., & Yusuf, L. M. (2015). The role of social media for collaborative learning to improve academic performance of students and researchers in Malaysian higher education. International Review of Research in Open and Distance Learning, 16(4), 177-204. https://doi.org/10.19173/irrodl.v16i4.2326
- Aristovnik, A. (2014). Development of the information society and its impact on the education sector in the EU: Efficiency at the regional (nuts 2) level. The Turkish Online Journal of Educational Technology, 13(2), 54-60.
- Bayarmaa, N., & Lee, K. (2018). A study on the application of google classroom for problem-based learning. Journal of Korea Academia-Industrial Cooperation Society, 19(8), 81-87. https://doi.org/10.5762/KAIS.2018.19.7.81
- Bradshaw, P., Twining, P., & Walsh, C. S. (2012). The vital program: Transforming ICT professional development. American Journal of Distance Education, 26(2), 74-85. https://doi.org/10.1080/08923647.2012.655553
- Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research and Development, 36(1), 73-87. https://doi.org/10.1080/07294360.2016.1171300
- Evans, C. (2008). The effectiveness of m-learning in the form of podcast revision lectures in higher education. Computers and Education, 50(2), 491-498. https://doi.org/10.1016/j.compedu.2007.09.016
- Fitriningtiyas, D. A., Umamah, N., & Sumardi. (2019). Google classroom: As a media of learning history. IOP Conference Series: Earth and Environmental Science, 243, 012156. https://doi.org/10.1088/1755-1315/243/1/012156
- Gedik, N., Hanci-Karademirci, A., Kursun, E., & Cagiltay, K. (2012). Key instructional design issues in a cellular phone-based mobile learning project. Computers and Education, 58(4), 1149-1159. https://doi.org/10.1016/j.compedu.2011.12.002
- Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science, 1(2), 175-191. https://doi.org/10.21890/ijres.23596
- Goktas, Y., Yildirim, S., & Yildirim, Z. (2009). Main barriers and possible enablers of ICTs integration into pre-service teacher education programs. Educational Technology and Society, 12(1), 193-204.
- Iftakhar, S. (2016). Google classroom: What works and how? Journal of Education and Social Sciences, 3(1), 12-18.
- Instefjord, E. J., & Munthe, E. (2017). Educating digitally competent teachers: A study of integration of professional digital competence in teacher education. Teaching and Teacher Education, 67, 37-45. https://doi.org/10.1016/j.tate.2017.05.016
- Ishtaiwa, F. F., & Aburezeq, I. M. (2015). The impact of Google Docs on student collaboration: A UAE case study. Learning, Culture and Social Interaction, 7, 85-96. https://doi.org/10.1016/j.lcsi.2015.07.004
- Iskandar & Patak, A. A. (2019). The significance of Mendeley usage on the accuracy of citation and references. International Journal of Humanities and Innovation, 2(4), 108-114. https://doi.org/10.33750/ijhi.v2i4.51
- Joshi, D. R., & Rawal, M. (2021). Mathematics teachers standing on the utilization of digital resources in Kathmandu, Nepal. Contemporary Mathematics and Science Education, 2(1), ep21004. https://doi.org/10.30935/conmaths/9679
- Joshi, D. R., Neupane, U., & Joshi, P. R. (2021). Synthesis review of digital frameworks and DEPSWALIC digital competency framework for teachers from basic to university level. Mathematics Teaching Research Journal, 13(2), 108-136. https://doi.org/10.30935/conmaths/9679
- Joshi, D. R., Neupane, U., Singh, J. K., Khanal, B., & Belbase, S. (2023). Impact of COVID-19 pandemic on academic activities of academicians in Nepal. Journal of Education. https://doi.org/10.1177/00220574231153183
- Kabakci, I. (2009). A proposal of framework for professional development of Turkish teachers with respect to information and communication technologies. Turkish Online Journal of Distance Education, 10(3), 204-216.
- Khanal, B., Belbase, S., & Joshi, D. R. (2021). Effect of digital awareness on mathematics achievements at school to university levels in Nepal. Mathematics Teaching Research Journal, 12(4), 47-68.
- Khanal, B., Joshi, D. R., Adhikari, K. P., & Khanal, J. (2022b). Problems of mathematics teachers in teaching mathematical content online in Nepal. International Journal of Virtual and Personal Learning Environments, 12(1), 1-17. https://doi.org/10.4018/ijvple.312845
- Khanal, B., Joshi, D. R., Adhikari, K. P., Khadka, J., & Bishowkarma, A. (2022a). Factors associated with the problems in teaching mathematics through online mode: A context of Nepal. International Journal of Education and Practice, 10(3), 237-254. https://doi.org/10.18488/61.v10i3.3097
- Korkmaz, G., & Toraman, C. (2020). Are we ready for the post-COVID-19 educational practice? An investigation into what educators think as to online learning. International Journal of Technology in Education and Science, 4(4), 293-309. https://doi.org/10.46328/ijtes.v4i4.110
- Laurillard, D. (2008). Technology enhanced learning as a tool for pedagogical innovation. Journal of Philosophy of Education, 42(3-4), 521-533. https://doi.org/10.1111/j.1467-9752.2008.00658.x
- Martin, F., & Ertzberger, J. (2013). Here and now mobile learning: An experimental study on the use of mobile technology. Computers and Education, 68, 76-85. https://doi.org/10.1016/J.COMPEDU.2013.04.021
- Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
- MoE. (2016). School sector development plan 2016-2023. https://moe.gov.np/assets/uploads/files/SSDP_Book_English_Final_July_5,_20171.pdf
- MoIC. (2015). National information and communication technology policy, 2015. Ministry of Information and Communication, Nepal. https://www.jica.go.jp/project/cambodia/0609376/04/pdf/01_policy_e.pdf
- Monterroso Casado, E., & Escutia Romero, R. (2011). Educación inmersiva: Enseñanza práctica del derecho en 3D [Immersive education: Practical law teaching in 3D]. Revista Científica de Comunicación y Tecnologías Emergentes [Scientific Journal of Communication and Emerging Technologies], 9(2), 84. https://doi.org/10.7195/ri14.v9i2.52
- Neupane, N. (2018). Nepal added over 250 internet users per hour. The Kathmandu Post. https://kathmandupost.com/money/2018/01/20/nepal-added-over-250-internet-users-per-hour
- Njoku, C. (2015). Information and communication technologies to raise quality of teaching and learning in higher education institutions. International Journal of Education and Development Using ICT, 11(1), 122-147.
- Rana, K., Greenwood, J., Fox-Turnbull, W., & Wise, S. (2018). A Shift from traditional pedagogy in Nepali rural primary schools? Rural teachers’ capacity to reflect ICT policy in their practice. International Journal of Education and Development Using Information and Communication Technology, 14(3), 149-166.
- Raza, S. A., Qazi, W., Khan, K. A., & Salam, J. (2021). Social isolation and acceptance of the learning management system (LMS) in the time of COVID-19 Pandemic: An expansion of the UTAUT model. Journal of Educational Computing Research, 59(2), 183-208. https://doi.org/10.1177/0735633120960421
- Ruggiero, D., & Mong, C. J. (2015). The teacher technology integration experience: Practice and reflection in the classroom. Journal of Information Technology Education: Research, 14(2015), 161-178. https://doi.org/10.28945/2227
- Sree Reddy, B. (2015). Challenges and opportunity of e-learning in developed and developing countries–A review. International Journal of Emerging Research in Management &Technology, 46, 2278-9359.
- Sung, Y. T., Chang, K. E., & Liu, T. C. (2016). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers and Education, 94, 252-275. https://doi.org/10.1016/j.compedu.2015.11.008
- Umek, L., Aristovnik, A., Tomaževič, N., & Keržič, D. (2015). Analysis of selected aspects of students performance and satisfaction in a moodle-based e-learning system environment. EURASIA Journal of Mathematics, Science and Technology Education, 11(6), 1495-1505. https://doi.org/10.12973/eurasia.2015.1408a
- Voogt, J., Knezek, G., Cox, M., Knezek, D., & Ten Brummelhuis, A. (2013). Under which conditions does ICT have a positive effect on teaching and learning? A call to action. Journal of Computer Assisted Learning, 29(1), 4-14. https://doi.org/10.1111/j.1365-2729.2011.00453.x
- Wong, L. H. (2012). A learner-centric view of mobile seamless learning. British Journal of Educational Technology, 43(1), E19-E23. https://doi.org/10.1111/j.1467-8535.2011.01245.x
- Wu, W. C. V., Hsieh, J. S. C., & Yang, J. C. (2017). Creating an online learning community in a flipped classroom to enhance efl learners’ oral proficiency. Educational Technology and Society, 20(2), 142-157.
- Wu, W. H., Jim Wu, Y. C., Chen, C. Y., Kao, H. Y., Lin, C. H., & Huang, S. H. (2012). Review of trends from mobile learning studies: A meta-analysis. Computers and Education, 59(2), 817-827. https://doi.org/10.1016/j.compedu.2012.03.016
- Zamora-Antuñano, M. A., Rodríguez-Reséndiz, J., Cruz-Pérez, M. A., Reséndíz, H. R., Paredes-García, W. J., & Díaz, J. A. G. (2022). Teachers’ perception in selecting virtual learning platforms: A case of mexican higher education during the COVID-19 crisis. Sustainability, 14(1), 195. https://doi.org/10.3390/su14010195