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Constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the TPACK framework for teaching Arabic online
The purpose of this study is to explore the perceptions of trainees towards a professional development program. The target is to train teachers on how to use a learning management system called “Blackboard” for designing courses that could be taught online in the future. I used technological pedagog...
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| Format: | Thesis |
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AUC Knowledge Fountain
2016
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| _version_ | 1867613418407591936 |
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| access_status_str | Open Access |
| author | Rasha, Essam |
| author_browse | Rasha, Essam |
| author_facet | Rasha, Essam |
| author_sort | Rasha, Essam |
| collection | Thesis |
| dc_rights_str_mv | The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known. |
| description | The purpose of this study is to explore the perceptions of trainees towards a professional development program. The target is to train teachers on how to use a learning management system called “Blackboard” for designing courses that could be taught online in the future. I used technological pedagogical and content knowledge as a theoretical framework (TPACK) for designing the training. The design of the professional development program took into consideration two learning theories—constructivist learning theory and cognitive multimedia learning theory as part of the pedagogy component of the TPACK framework. Design-based research with one contextual phase without subsequent interventions was used for conducting this study. Semi-structured interviews, a survey with closed ended questions, and a performance exam were used for data collection. The results are presented aligned with the study’s research questions and purpose. The findings showed positive attitude towards the professional development program as a whole and the manual and problem-based activities in particular, with some recommendations for further enhancement. The results of this study attempt to assist professional development designers in the design of other training programs. Finally, theoretical and practical implications are highlighted based on the discussion and conclusions drawn. Keywords: Technological pedagogical and content knowledge, TPACK, TPCK, constructivist, problem-based learning, cognitive multimedia learning, CMLT, design-based research, mixed methods |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-2435 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:48.888Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2016 |
| publishDateRange | 2016 |
| publishDateSort | 2016 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-2435 Constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the TPACK framework for teaching Arabic online Rasha, Essam The purpose of this study is to explore the perceptions of trainees towards a professional development program. The target is to train teachers on how to use a learning management system called “Blackboard” for designing courses that could be taught online in the future. I used technological pedagogical and content knowledge as a theoretical framework (TPACK) for designing the training. The design of the professional development program took into consideration two learning theories—constructivist learning theory and cognitive multimedia learning theory as part of the pedagogy component of the TPACK framework. Design-based research with one contextual phase without subsequent interventions was used for conducting this study. Semi-structured interviews, a survey with closed ended questions, and a performance exam were used for data collection. The results are presented aligned with the study’s research questions and purpose. The findings showed positive attitude towards the professional development program as a whole and the manual and problem-based activities in particular, with some recommendations for further enhancement. The results of this study attempt to assist professional development designers in the design of other training programs. Finally, theoretical and practical implications are highlighted based on the discussion and conclusions drawn. Keywords: Technological pedagogical and content knowledge, TPACK, TPCK, constructivist, problem-based learning, cognitive multimedia learning, CMLT, design-based research, mixed methods 2016-01-24T08:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/1435 https://fount.aucegypt.edu/context/etds/article/2435/viewcontent/Rasha_20Essam_20Thesis.pdf The author retains all rights with regard to copyright. The author certifies that written permission from the owner(s) of third-party copyrighted matter included in the thesis, dissertation, paper, or record of study has been obtained. The author further certifies that IRB approval has been obtained for this thesis, or that IRB approval is not necessary for this thesis. Insofar as this thesis, dissertation, paper, or record of study is an educational record as defined in the Family Educational Rights and Privacy Act (FERPA) (20 USC 1232g), the author has granted consent to disclosure of it to anyone who requests a copy. The author has granted the American University in Cairo or its agents a non-exclusive license to archive this thesis, dissertation, paper, or record of study, and to make it accessible, in whole or in part, in all forms of media, now or hereafter known. Theses and Dissertations AUC Knowledge Fountain Technological pedagogical and content knowledge TPACK TPCK constructivist problem-based learning cognitive multimedia learning CMLT design-based research mixed methods |
| spellingShingle | Technological pedagogical and content knowledge TPACK TPCK constructivist problem-based learning cognitive multimedia learning CMLT design-based research mixed methods Rasha, Essam Constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the TPACK framework for teaching Arabic online |
| title | Constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the TPACK framework for teaching Arabic online |
| title_full | Constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the TPACK framework for teaching Arabic online |
| title_fullStr | Constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the TPACK framework for teaching Arabic online |
| title_full_unstemmed | Constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the TPACK framework for teaching Arabic online |
| title_short | Constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the TPACK framework for teaching Arabic online |
| title_sort | constructivist and cognitive multimedia learning theories as tools for training teachers on how to integrate technology using the tpack framework for teaching arabic online |
| topic | Technological pedagogical and content knowledge TPACK TPCK constructivist problem-based learning cognitive multimedia learning CMLT design-based research mixed methods |
| url | https://fount.aucegypt.edu/etds/1435 https://fount.aucegypt.edu/context/etds/article/2435/viewcontent/Rasha_20Essam_20Thesis.pdf |
| work_keys_str_mv | AT rashaessam constructivistandcognitivemultimedialearningtheoriesastoolsfortrainingteachersonhowtointegratetechnologyusingthetpackframeworkforteachingarabiconline |