Volume 2, Issue 2 (JUNE ISSUE 2021)                   johepal 2021, 2(2): 51-67 | Back to browse issues page

XML Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:

Major C, McDonald E. Developing Instructor TPACK: A Research Review and Narrative Synthesis. johepal. 2021; 2 (2) :51-67
URL: http://johepal.com/article-1-109-en.html
Abstract:   (306 Views)
The number of instructors teaching online in higher education has increased in recent years, and this trend is likely to continue. To be at their most effective at online teaching, instructors need a specialized form of knowledge. This knowledge, theorized as Technological Pedagogical Content Knowledge (TPACK), can help instructors design meaningful learning experiences for students that help them engage and learn. For this reason, administrators and policy makers need information about kinds of educational opportunities and experiences that can help instructors develop their knowledge bases for teaching online and with technology. Researchers have begun to study this phenomenon. In particular, an increasing number of researchers have focused on professional development experiences designed to improve instructor knowledge bases for teaching online. In this narrative research review, we synthesize the results of 13 studies to identify practices related to improved TPACK among university instructors, organizing results by type of intervention. We make recommendations for the ways in which policy makers and administrators can help instructors develop this important knowledge base for teaching.
Full-Text [PDF 1514 kb]   (47 Downloads)    
Type of Study: Research | Subject: Special
Received: 2021/05/3 | Accepted: 2021/06/25 | Published: 2021/07/4

1. Alsofyani, M. M., bin Aris, B., & Eynon, R. (2013). A preliminary evaluation of a short online training workshop for TPACK development. International Journal of Teaching and Learning in Higher Education, 25(1), 118-128.
2. Brinkley-Etzkorn, K. E. (2018). Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens. The Internet and Higher Education, 38, 28-35. [DOI]
3. Cherrez, N. J., & Jin, Y. (2020). Cultivating instructor’s reflection: Leveraging partnerships and team efforts. College Teaching, 68(2), 62-70. [DOI]
4. Dempsey, J. V., Fisher, S. F., Wright, D. E., & Anderton, E. K. (2008). Training and support, obstacles, and library impacts on e-learning activities. College Student Journal, 42(2), 630-636.
5. Dixon-Woods, M., Cavers, D., Agarwal, S., Annandale, E., Arthur, A., Harvey, J., Hsu, R., Katbamna, S., Olsen, R., Smith, L., Riley, R., & Sutton, A. J. (2006). Conducting a critical interpretive synthesis of the literature on access to healthcare by vulnerable groups. BMC Medical Research Methodology, 6(35), 1-13. [DOI]
6. Estabrooks, C. A., Rutakumwa, W., O’Leary, K. A., Profetto-McGrath, J., Milner, M., Levers, M. J., & Scott-Findlay, S. (2005). Sources of practice knowledge among nurses. Qualitative Health Research, 15(4), 460-476. [DOI]
7. Faizan, N., Gottlieb, M., Löffler, A., Utesch, M. C., & Krcmar, H. (2019). State-of-the-art to measure the TPACK level of trainees in higher education to increase the learnability of the train-the-trainer (TTT) Sessions (pp. 384-391). 2019 IEEE Global Engineering Education Conference (EDUCON), Dubai, UAE. [DOI]
8. Gough, D. (2007). Weight of evidence: A framework for the appraisal of the quality and relevance of evidence. Research Papers in Education, 22(2), 213-228. [DOI]
9. Hampton, D., Culp-Roche, A., Hensley, A., Wilson, J., Otts, J. A., Thaxton-Wiggins, A., Fruh, S., & Moser, D. (2020). Self-efficacy and satisfaction with teaching in online courses. Nurse Educator 45(6), 302-306. [DOI]
10. Josep, G. (2021). 5 Reasons why online learning is the future of education. Educations Media Group. Available online at https://www.educations.com/articles-and-advice/5-reasons-online-learning-is-future-of-education-17146 [Article]
11. Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. [Article]
12. Koh, J. H. L. (2019). TPACK design scaffolds for supporting teacher pedagogical change. Educational Technology Research and Development, 67(3), 577-595. [DOI]
13. Koh, J. H. L. (2020). Three approaches for supporting faculty technological pedagogical content knowledge (TPACK) creation through instructional consultation. British Journal of Educational Technology, 51(6), 2529-2543. [DOI]
14. Koh, J. H. L., Chai, C. S., & Natarajan, U. (2018). Developing Indonesia teachers’ technological pedagogical content knowledge for 21st century learning (TPACK-21CL) through a multi-prong approach. Journal of International Education and Business, 3(1), 11-33.
15. Kotze, Y., & Dreyer, C. (2002). Concerns of lecturers delivering distance education via emerging technologies. South African Journal of Higher Education, 16(2), 130-138. [Article]
16. Lee, J. A., & Busch, P. E. (2005). Factors related to instructors' willingness to participate in distance education. The Journal of Educational Research, 99(2), 109-115. [DOI]
17. Major, C. H. (2010). Do virtual professors dream of electric students? University faculty experiences with online distance education. Teachers College Record, 112(8), 2154-2208.
18. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
19. Muianga, X. J., Barbutiu, S. M., & Hansson, H. (2019). Teachers´ perspectives on professional development in the use of SCL approaches and ICT: A quantitative case study of Eduardo Mondlane University, Mozambique. International Journal of Education and Development Using Information and Communication Technology, 15(2), 79-97.
20. Nuangchalerm, P. (2020). TPACK in ASEAN perspectives: Case study on Thai pre-service teacher. International Journal of Evaluation and Research in Education (IJERE), 9(4), 993-999. [DOI]
21. Panda, S., & Mishra, S. (2007). E‐learning in a mega open university: Faculty attitude, barriers and motivators. Educational Media International, 44(4), 323-338.
22. Parker, A. (2003). Motivation and incentives for distance faculty. Online Journal of Distance Learning Administration, 6(3). [Article]
23. Rienties, B., Brouwer, N., & Lygo-Baker, S. (2013). The effects of online professional development on higher education teachers’ beliefs and intentions towards learning facilitation and technology. Teaching and Teacher Education, 29, 122-131. [DOI]
24. Rienties, B., Brouwer, N., Bohle Carbonell, K., Townsend, D., Rozendal, A. P., van der Loo, J., Dekker, P., & Lygo-Baker, S. (2013). Online training of TPACK skills of higher education scholars: A cross-institutional impact study. European Journal of Teacher Education, 36(4), 480-495. [DOI]
25. Schofield, J. W. (1990). Increasing the generalizability of qualitative research. In E. W. Eisner & A. Peshkin (Eds.), Qualitative Inquiry in Education: The Continuing Debate (pp. 201-232). New York: Teachers College Press.
26. Shkedi, A. (2005). Multiple Case Narrative: A Qualitative Approach to Studying Multiple Populations. Amsterdam, The Netherlands: John Benjamins Publishing.
27. Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. [DOI]
28. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. [DOI]
29. Shulman, L. S. (1991). Ways of seeing, ways of knowing: Ways of teaching, ways of learning about teaching. Journal of Curriculum Studies, 23(5), 393-395. [DOI]
30. Simpson, J., & Lindsey, N. S. (2020). Increasing faculty efficacy with targeted preparation for teaching online: A case study. Online Journal of Distance Learning Administration, 23(4). [Article]
31. Sulaimani, A. O., Sarhandi, P. S. A., & Buledi, M. H. (2017). Impact of CALL in-house professional development training on teachers’ pedagogy: An evaluative study. Cogent Education, 4(1), 1-12. [DOI]
32. Thorn, S. (1994). Secondary analysis in qualitative research: Issues and implications. In J. M. Morse (Ed.), Critical Issues in Qualitative Research Methods (pp. 263-279). Thousand Oaks, CA: Sage.
33. Tømte, C., Enochsson, A. B., Buskqvist, U., & Kårstein, A. (2015). Educating online student teachers to master professional digital competence: The TPACK-framework goes online. Computers & Education, 84, 26-35. [DOI]
34. Walker, G., & Johnson, N. (2008). Faculty intentions to use components for web-enhanced instruction. International Journal on E-Learning, 7(1), 133-152.
35. Wang, W., Schmidt-Crawford, D., & Jin, Y. (2019). Preservice teachers' TPACK development: A review of literature. Journal of Digital Learning in Teacher Education, 34(4), 234-258. [DOI]
36. Wu, Y. T. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. British Journal of Educational Technology 44(3), E73-E76. [DOI]
37. Yigit, M. (2014). A review of the literature: How pre-service mathematics teachers develop their technological, pedagogical, and content knowledge. International Journal of Education in Mathematics, Science and Technology, 2(1), 26-35.
38. Young, J. R., Young, J. L., & Shaker, Z. (2012). Technological pedagogical content knowledge (TPACK) literature using confidence intervals. TechTrends, 56(5), 25-33. [DOI]

© 2021 CC BY-NC 4.0 | Journal of Higher Education Policy And Leadership Studies

Designed & Developed by : Yektaweb