Innovating Teaching Management for Smart Classrooms Using Microsoft Teams: A Case Study of the Introduction to Demography Course
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Abstract
The Introduction to Demography course encountered several issues with its traditional instructional approach: students could not access content comprehensively, lacked motivation to learn, and had limited interaction with the instructor. Additionally, disparities in digital literacy skills among students were evident. Therefore, this study aimed to: (1) Examine studentsí experiences and learning outcomes from instruction delivered in a smart classroom using Microsoft Teams. (2) Develop an instructional innovation for the Introduction to Demography course. (3) Identify solutions to challenges associated with smart classroom implementation. A qualitative research methodology involving 44 students was employed. Data were collected through behavioral observations and in-depth interviews with five students with varying digital proficiency and one instructor. Additional data were obtained from Microsoft Teams, including attendance records, instructional materials, and in-class activities. Content and thematic analysis were used to interpret the findings. The results indicated that the smart classroom environment enhanced active learning, improved interaction between students and instructors, and strengthened studentsí technological competencies. Students gained diverse experiences in device usage, application access, and technological adaptation. The developed instructional innovation comprised five key stages: (1) needs analysis, (2) content design, (3) lesson planning, (4) implementation, and (5) evaluation. Technical challenges were addressed through targeted training, proactive consultation, and the provision of supplementary learning materials. These efforts fostered positive attitudes, high satisfaction, and strong student engagement, underscoring the pivotal role of digital technologies in improving learning quality in the 21st century.
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