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Through the wicked spot : a case study of professors' experiences teaching online


Due to the exponential growth in demand for online courses, there is a need to better understand how to prepare faculty to successfully teach in the online environment. Based on the Technological Pedagogical Content Knowledge (TPACK) framework, this study examined how two professors with different levels of online teaching experience integrated technology, pedagogy, and content into their online courses. In addition, connections between TPACK and the Concerns-Based Adoption Model were discovered. This two-case study included questionnaires, document analysis, and screen-capture elicitation--a new method for observing online courses. Extensive online teaching experience was not found to be necessary for achieving TPACK. A more important factor was professors' understanding of how to use the technology to support their content in the online environment

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