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Using TPCK as a Scaffold to Self-Assess the Novice Online Teaching Experience
ARTICLE

Distance Education Volume 36, Number 1, ISSN 0158-7919

Abstract

How does one evaluate one's own online teaching? Do novice online instructors depend on end-of-semester course evaluations or a Quality Matters rubric? Perhaps their professional development is driven by a personal belief that seeking multiple perspectives from different lenses is core to reflective practice. This work explores one way to interrogate one's own online teaching practices through a systematic reflection on technological pedagogical content knowledge (TPCK). It involved identifying and reflecting upon instances in which TPCK was evident in the design and facilitation of the online learning environment in an undergraduate online course. Ways to improve online teaching based on increased meta-cognitive awareness of TPCK are considered. Implications of this self-study for distance learning professional development are discussed.

Citation

Kennedy, J. (2015). Using TPCK as a Scaffold to Self-Assess the Novice Online Teaching Experience. Distance Education, 36(1), 148-154. Retrieved April 24, 2019 from .

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Cited By

  1. Designing a tool to support teachers with the TPACK framework

    Fei Fang, Learning Technologies, College of Education & Human Development, University of Minnesota, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 1079–1084

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