Adapting the TPACK framework for online teaching within higher education

Fan Ouyang, Cassandra Scharber

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

There are ongoing obstacles in accurately assessing and effectively applying TPACK within online higher education contexts. In this study, we adapt the original TPACK constructs for application within online higher education, and share the results of a case study using this adapted analytical framework. This qualitative case study investigates and describes one experienced instructor's practice within a graduate-level online course. The instructor enacted a high-level of TPACK proficiency through combining content, pedagogy, and technology as well as masterfully using these knowledges within her online teaching practices. This research demonstrates one way the TPACK framework can be used as an analytical tool by researchers to investigate instructors' online teaching practices. In addition, the modified TPACK descriptions and evaluation criteria can be used to better assess TPACK and further support higher education faculty's online pedagogy development.

Original languageEnglish (US)
Title of host publicationTeacher Training and Professional Development
Subtitle of host publicationConcepts, Methodologies, Tools, and Applications
PublisherIGI Global
Pages1103-1121
Number of pages19
Volume3
ISBN (Electronic)9781522556329
ISBN (Print)1522556311, 9781522556312
DOIs
StatePublished - May 4 2018

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