The Degree of Conformity of Pedagogical Accompaniment and Digital Content to the Quality of Self-engagement and Self-awareness

https://doi.org/10.9743/JEO.2023.20.4.19

Abstract

The recent technological advances have had a profound effect on worldwide higher education, and educators and students needed to make abrupt changes to adjust to a remote learning environment that integrated information technologies and digital learning. Based on the Self-determination Theory, this study was undertaken with a sample of 150 English as a Foreign Language students, and a sample of 12 teachers of English at Teachers’ College of Laghouat, Algeria. Using a convergent online survey, the study measured the level of the students’ digital self-engagement within a Technological Pedagogical Content Knowledge framework. The students were queried about their digital self-engagement, while teachers were surveyed about their perception of TPACK. The analysis was performed using descriptive statistics and Exploratory Factor Analysis. Results showed that teaching and learning through digital content was an efficient remote educational experience that reflects high levels of student self-engagement and teacher self-awareness.

Keywords: remote education; TPACK; self-awareness; digital self-engagement; professional growth