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 language||English (US)|
|Number of pages||18|
|Journal||International Journal of Online Pedagogy and Course Design|
|State||Published - Jan 1 2018|
Bibliographical noteFunding Information:
Cassandra Scharber is an Associate Professor of Learning Technologies and the Co-Founder/Associate Director of the Learning Technologies Media Lab at the University of Minnesota. Her research spans the areas of K12 technology integration, computational thinking, and digital literacy and is published in journals including Gender and Education, Educational Philosophy and Theory, Computers in the Schools, and the Journal of Adolescent and Adult Literacy. Her current research projects are funded by the William T. Grant Foundation and the National Science Foundation.
Copyright © 2018, IGI Global.
- Online higher education
- Online pedagogy development
- Qualitative case study
- Qualitative content analysis
- Student-centered learning