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The Effects Of Instructors’ Technological Pedagogical And Content Knowledge (TPACK) On Online Courses
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, University of Hail, Saudi Arabia ; , Texas Tech University, United States

Society for Information Technology & Teacher Education International Conference, in Las Vegas, NV, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study examined the current status of instructors’ technological, pedagogical, and content knowledge (TPACK) in online courses at King Abdulaziz University in order to provide practical suggestions to improve the quality of online education in Saudi Arabia. The results of this study revealed that there was a significant negative correlation between the seven components of the instructors’ TPACK and their ages in TPK and TPACK. Additionally, it was also found that there was no significant correlation between the seven components of the instructors’ TPACK and their online teaching experience, nor any significant differences between the seven components of the instructors’ TPACK and their colleges. It was also seen from the results that PCK was the only significant contributor to the instructors’ TPACK.

Citation

Alzahrani, A. & Cheon, J. (2015). The Effects Of Instructors’ Technological Pedagogical And Content Knowledge (TPACK) On Online Courses. In D. Rutledge & D. Slykhuis (Eds.), Proceedings of SITE 2015--Society for Information Technology & Teacher Education International Conference (pp. 3044-3049). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE). Retrieved April 4, 2020 from .

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