Adapting the TPACK Framework for Online Teaching Within Higher Education

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Author(s): Fan Ouyang (Learning Technologies Media Lab (LTML), University of Minnesota, USA)and Cassandra Scharber (Learning Technologies Media Lab (LTML), University of Minnesota, USA)
Copyright: 2018
Volume: 8
Issue: 1
Pages: 18
Source title: International Journal of Online Pedagogy and Course Design (IJOPCD)
Editor(s)-in-Chief: Chia-Wen Tsai (Ming Chuan University, Taiwan)and Pei-Di Shen (Ming Chuan University, Taiwan)
DOI: 10.4018/IJOPCD.2018010104

Keywords: Education / Educational Technologies / Information Science Reference / Instructional Design

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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.

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Adapting the TPACK Framework for Online Teaching Within Higher Education

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