{"id":8266,"date":"2024-01-28T15:49:11","date_gmt":"2024-01-28T20:49:11","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=8266"},"modified":"2024-01-28T15:49:11","modified_gmt":"2024-01-28T20:49:11","slug":"8266","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/8266","title":{"rendered":""},"content":{"rendered":"\n<p>Alsofyani, M. M., bin Aris, B., Eynon, R.., &amp; Abdul Majid, N. (2012). A preliminary evaluation of short blended online training workshop for TPACK development using technology acceptance model. <em>Turkish Online Journal of Educational Technology, 11<\/em>(3), 20-32. <a href=\"http:\/\/www.tojet.net\/articles\/v11i3\/1133.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">http:\/\/www.tojet.net\/articles\/v11i3\/1133.pdf<\/a><\/p>\n\n\n\n<p>Abstract:<\/p>\n\n\n\n<p>&#8220;The use of Short Blended Online Training (SBOT) for the development of Technological Pedagogical and Content Knowledge (TPACK) is a promising approach to facilitate the use of e-learning by academics. Adult learners prefer the blend of pedagogies such as the presentation, demonstration, practice and feedback if they are structured and instructor-led with an efficient training length. In this paper, we suggest that SBOT has the potential to create a highly preferred environment for training if adult learning principles are considered. The study explores the evaluation of this mode of training by using Technology Acceptance Model (TAM). The results show a great acceptance for this mode of training. Moreover, in practice, dual training modes can be offered for TPACK development programs, which may consist of face-to-face training and SBOT.&#8221;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Alsofyani, M. M., bin Aris, B., Eynon, R.., &amp; Abdul Majid, N. (2012). A preliminary evaluation of short blended online training workshop for TPACK development using technology acceptance model. Turkish Online Journal of Educational Technology, 11(3), 20-32. http:\/\/www.tojet.net\/articles\/v11i3\/1133.pdf Abstract: &#8220;The use of Short Blended Online Training (SBOT) for the development&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/8266\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,14],"tags":[485,525,559,2156,2169],"coauthors":[2302],"class_list":["post-8266","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-empirical-research","tag-professional-development","tag-higher-education","tag-blended-learning","tag-technology-acceptance-model-tam","tag-adult-learning","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/8266","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=8266"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/8266\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=8266"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=8266"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=8266"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=8266"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}