The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Learning to teach online: Measuring the influence of faculty development training on teaching effectiveness through a TPACK lens
Abstract
Abstract The purpose of this study was to examine one model for training new online instructors and measure the influence it had on their teaching effectiveness and knowledge integration. The Technological Pedagogical Content Knowledge (TPACK) model served as the conceptual framework. Using a quantitatively-driven mixed-methods design, three data sources were used: (1) instructors' pre and post-training course syllabi, (2) pre and post-training student evaluations of teaching scores, and (3) results of a follow-up online survey. The findings of this study revealed that instructors demonstrated: (a) statistically significant changes in their incorporation of elements into the redesign of course syllabi and (b) improvements in their teaching abilities as self-reported in the follow-up survey. However, there were no significant changes in their student evaluations of teaching pre- and post-training. Overall, instructors demonstrated modest improvements in their teaching effectiveness.
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Cites
Knowledge and teaching: Foundations of the new reform
Shulman, L. (1987) · Harvard Educational Review · doi:10.17763/haer.57.1.j463w79r56455411 · Cited by 16,787
Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
Mishra, P., & Koehler, M. J. (2006) · Teachers College Record: The Voice of Scholarship in Education · doi:10.1111/j.1467-9620.2006.00684.x · Cited by 12,604
Lipsey, M. W., & Wilson, D. B. (1993) · American Psychologist · doi:10.1037/0003-066x.48.12.1181 · Cited by 2,033
Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009) · Journal of Educational Computing Research · doi:10.2190/ec.41.3.d · Cited by 257
Cited by
Educators’ emotions involved in the transition to online teaching in higher education
Naylor, D., & Nyanjom, J. (2021) · Higher Education Research & Development · doi:10.1080/07294360.2020.1811645 · Cited by 160
The Effects of Training on Instructor Beliefs about and Attitudes toward Online Teaching
Brinkley-Etzkorn, K. E. (2020) · American Journal of Distance Education · doi:10.1080/08923647.2020.1692553 · Cited by 37
Self-citationTan, M., & Subramonyam, H. (2024) · Proceedings of the CHI Conference on Human Factors in Computing Systems · doi:10.1145/3613904.3642592 · Cited by 40
Tomej, K., Liburd, J., Blichfeldt, B. S., & Hjalager, A.-M. (2022) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2022.100144 · Cited by 34
Garone, A., Bruggeman, B., Philipsen, B., Pynoo, B., Tondeur, J., & Struyven, K. (2022) · Education and Information Technologies · doi:10.1007/s10639-022-10928-6 · Cited by 28
Metadata
- Authors
- Brinkley-Etzkorn, K. E.
- Venue
- The Internet and Higher Education
- Publisher
- Elsevier BV
- Published
- 2018-07
- Volume
- 38
- Pages
- 28-35
- ISSN
- 1096-7516 (ISSN-L)
- OpenAlex
- W2796541395
- Cited by
- 198
- References
- 4
- FWCI
- 61.66
- Type
- journal article
- Language
- en
- Open access
- closed
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- 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. https://doi.org/10.1016/j.iheduc.2018.04.004
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
