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Exploring an Experienced Online Instructor’s Applications of TPACK in a Graduate-level Online Course Through the Online Students’ Perspectives: Design of a Qualitative Case Study
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, University of Minnesota, United States

EdMedia + Innovate Learning, in Montreal, Quebec, Canada ISBN 978-1-939797-16-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This paper reported the design of a case study using qualitative methods - participant observation and online focus group interview to examine an experienced online instructor’s applications of Technological Pedagogical Content Knowledge (TPACK) in a graduate-level online course. Firstly, this paper described the evolvement of TPACK in which this study was grounded, and presented a review of relevant literature focused on addressing practical issues of TPACK measurement and teachers’ professional development. In addition, this paper proposed an initial design of a qualitative case study to examine an experienced online instructor’s applications of TPACK in an online course. The research design included research questions, rationale for the choice of the setting and participants, research procedure design, data collection design, analysis strategies, and validity and reliability. Finally, the article concluded with limitations, future research, and implications of this case study.

Citation

Ouyang, F. (2015). Exploring an Experienced Online Instructor’s Applications of TPACK in a Graduate-level Online Course Through the Online Students’ Perspectives: Design of a Qualitative Case Study. In S. Carliner, C. Fulford & N. Ostashewski (Eds.), Proceedings of EdMedia 2015--World Conference on Educational Media and Technology (pp. 291-299). Montreal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved April 23, 2019 from .

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