Using TPACK as a framework to study the influence of college faculty’s beliefs on online teaching

ABSTRACT

The purpose of this multiple case study was to understand how the beliefs of college of education faculty members about their students and teaching online influenced their online teaching. The study focused specifically on beliefs regarding student digital literacy and preparedness. The study used the Technological Pedagogical Content Knowledge (TPACK) framework as a lens for looking at online teaching. Results indicate that participants’ beliefs about students did in fact influence their online teaching in a variety of ways and with differing teaching outcomes. The results of this study have implications for those who teach online as well as those who support them.

KEYWORDS:

• TPACK
• online teaching
• teacher beliefs

Disclosure statement

No potential conflict of interest was reported by the authors.