Oskay, Ö.Ö, & Odabasi, Z. (2016). Determination of self-efficacy perception levels of teachers’ attending an online course toward web pedagogical content knowledge. Universal Journal of Educational Research, 4(11), 2651-2655. doi:10.13189/ujer.2016.041119 Abstract: “The effects of technological developments occurred new requirements in educational area. Today’s teachers should know the content knowledge they teach,…
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Teague, H. L. (2017). A mixed methods study of online course facilitators’ perceptions of mobile technology, design, and TPaCK affordances (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10590840) Abstract: “The increase in mobile technology options for students in post-secondary, continuing education influences how instructors design and implement…
Comments closedSeamster, C. L. (2016). Approaching authentic assessment: Using virtual school teachers’ expertise to develop an understanding of full time K-8 virtual school teacher practices (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10583070) Abstract: “According to Molnar (2014), full time virtual school education lacks a measurement tool that…
Comments closedNiess, M. L., & Gillow-Wiles, H. (2017). Expanding teachers’ technological pedagogical reasoning with a systems pedagogical approach. Australasian Journal of Educational Technology, 33(3), 77-95. https://doi.org/10.14742/ajet.3473 Abstract: “A systems approach provides insight for expanding teachers’ pedagogical reasoning for integrating multiple technologies in inquiry, communication, and collaboration. An online learning trajectory supports the integration of…
Comments closedSzabo, M. R. (2018). Teachers’ pedagogical practices, shift, and professional growth in online courses (Doctoral dissertation). Retrieved from https://scholarworks.uni.edu/cgi/viewcontent.cgi?article=1477&context=etd Abstract: “This phenomenological study aims to understand the faculty member’s technological and pedagogical challenges when they teach an online course. The participants of the study were eight faculty members from a Midwestern university. All…
Comments closedHarsma, E. (2018). A qualitative case study of Spanish teaching assistants and online language instruction(Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10745323) Abstract: “The purpose of this case study was to explore the perceptions and experiences of Spanish foreign language graduate teaching assistants in online language instruction…
Comments closedNiess, M. L. (2018). Scaffolding subject matter content with pedagogy and technologies in problem-based learning with the online TPACK learning trajectory. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications(pp. 914-931). IGI Global. http://doi.org/10.4018/978-1-5225-5631-2.ch040 Abstract: “This research-based application of an online inservice teacher education…
Comments closedNiess, M. L. (2018). Online TPACK learning trajectory tools and processes. In Information Resources Management Association (Ed.), Teacher training and professional development: Concepts, methodologies, tools, and applications (pp. 987-1004). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-5631-2.ch044 Abstract: “A multiple case, descriptive study provides research insights for illuminating the tools and processes in the online…
Comments closedBudiharti, R., & Waras, N. S. (2018). Analysis of student’s scientific attitude behaviour change effects blended learning supported by I-spring suite 8 application. Journal of Physics: Conference Series 1022,1–10. doi:10.1088/1742-6596/1022/1/012024 Abstract: “This article aims to describe the student’s scientific attitude behaviour change as treatment effect of Blended Learning supported by I-Spring Suite…
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