Wu, C.-H. (2022). TPACK: Analyzing how faculty engaged students in college Mandarin classrooms during emergency remote teaching. Distance Learning, 19(2), 105-117. https://www.infoagepub.com/products/distance-learning-vol-19-2

Abstract:

“The purpose of the study was to investigate college language faculty’s use of technologies to organize teaching and learning in language classrooms during emergency remote teaching (ERT) necessitated by the pandemic in the spring semester of 2020. The study used Mishra and Koehler’s (2006) theoretical framework of the Technological Pedagogical Content Knowledge (TPACK) to analyze five Mandarin instructors’ strategies to engage their students virtually. The results indicate three themes in the participants’ ERT relative to student engagement: Frequent communication, ERT-sustainable materials, and quick turnaround times for interaction. The study results offer theoretical and practical implications for both researchers and instructors to consider.”