Effectiveness of participatory digital training based on virtual classrooms in developing teaching skills

ABSTRACT

The study aimed to assess the effectiveness of digital participatory training based on virtual classrooms in developing teaching skills among pre-service teachers. A quasi-experimental approach was employed using a teaching skills checklist as the measurement tool. The sample included 46 students from the Child Education Department, intentionally divided into experimental (22) and control (24) groups. The findings indicate that participatory digital training based on virtual classrooms significantly enhanced the teaching skills and interaction among pre-service teachers. The study emphasised the importance of digital environments and emerging technologies such as virtual classrooms in pre-service teacher training. This approach has potential as an innovative solution for teacher training, particularly in light of social distancing measures and the impact of the COVID-19 pandemic on traditional learning. The researcher recommends embracing digital transformation in education by incorporating virtual classrooms as a global requirement to overcome the effects of prolonged global pandemics.

KEYWORDS:

• Participatory digital training
• virtual classrooms
• teaching skills

Disclosure statement

The author declares that she has no relevant or material financial interests that relate to the research described in this article.

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Rania A. M. Abdulmunem

Rania Abdulmunem is currently an Associated Professor in Educational Technology at Al Aqsa University, Palestine. Previously she was Head of the Child Education Department. A supervisor of masters students, she has participated in several conferences and published scientific papers locally and internationally. Her areas of interest are educational and information technology, elearning, artificial intelligence in learning and early childhood.