Online education is a relatively new phenomenon in Saudi Arabian universities and best online teaching practices are still gaining ground in teacher training. At one university, which offers degrees primarily through distance education, this study sought to investigate online teachers’ perceptions of their TPACK (only the TK, PK, and TPK domains) as well as analyze their practical application of TPACK knowledge in designing unit plans. The researcher adopted a mixed methods approach to data collection by administering surveys (n=60) and analyzing unit plans (n=60), which were analyzed quantitatively, and conducting interviews (n=6), which were analyzed using thematic content analysis. Survey results showed that teachers demonstrated more confidence in their technological knowledge (TK) than in their pedagogical knowledge (PK) and technological pedagogical knowledge (TPK) and these results were affirmed further by interview responses and scores on the unit plan rubrics. Unit plan analysis pointed to a significantly disproportionate usage of Knowledge Building (KB) activities in lesson design, which suggests that said participants are in dire need of stronger more comprehensive teacher training programs which focus on enhancing PK and TPK skill sets. Recommendations are given and implications of poor teacher training programs are discussed.
","abstract_html":"<p>Online education is a relatively new phenomenon in Saudi Arabian universities and best online teaching practices are still gaining ground in teacher training. At one university, which offers degrees primarily through distance education, this study sought to investigate online teachers’ perceptions of their TPACK (only the TK, PK, and TPK domains) as well as analyze their practical application of TPACK knowledge in designing unit plans. The researcher adopted a mixed methods approach to data collection by administering surveys (n=60) and analyzing unit plans (n=60), which were analyzed quantitatively, and conducting interviews (n=6), which were analyzed using thematic content analysis. Survey results showed that teachers demonstrated more confidence in their technological knowledge (TK) than in their pedagogical knowledge (PK) and technological pedagogical knowledge (TPK) and these results were affirmed further by interview responses and scores on the unit plan rubrics. Unit plan analysis pointed to a significantly disproportionate usage of Knowledge Building (KB) activities in lesson design, which suggests that said participants are in dire need of stronger more comprehensive teacher training programs which focus on enhancing PK and TPK skill sets. Recommendations are given and implications of poor teacher training programs are discussed.</p>","abstract_has_math":false,"creators":["Albuloushi, Amnah"],"institution":null,"degree_name":"EdD","degree_level":"Immediate Access","degree_discipline":"Instructional Technology (EdDIT)","degree_department":null,"school":null,"contributors":["Dr. David D. Carbonara","Dr. Sandra Quinones","Dr. Julia Williams","Dr. Rose Mary Mautino"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-08-10T07:00:00Z","date_published":"2019-08-10T07:00:00Z","updated_at":"2026-07-24T02:10:50Z","subjects":["TPACK","online teaching","pedagogy","educational technology","instructional technology","teacher training","Saudi Arabia"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/1797","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dr. David D. Carbonara","Dr. Sandra Quinones","Dr. Julia Williams","Dr. Rose Mary Mautino"]},{"key":"dc:creator","label":"Author","values":["Albuloushi, Amnah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-08-10T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Instructional Technology (EdDIT)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Immediate Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["EdD"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["TPACK","online teaching","pedagogy","educational technology","instructional technology","teacher training","Saudi Arabia"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://dsc.duq.edu/etd/1797"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Online education is a relatively new phenomenon in Saudi Arabian universities and best online teaching practices are still gaining ground in teacher training. At one university, which offers degrees primarily through distance education, this study sought to investigate online teachers’ perceptions of their TPACK (only the TK, PK, and TPK domains) as well as analyze their practical application of TPACK knowledge in designing unit plans. The researcher adopted a mixed methods approach to data collection by administering surveys (n=60) and analyzing unit plans (n=60), which were analyzed quantitatively, and conducting interviews (n=6), which were analyzed using thematic content analysis. Survey results showed that teachers demonstrated more confidence in their technological knowledge (TK) than in their pedagogical knowledge (PK) and technological pedagogical knowledge (TPK) and these results were affirmed further by interview responses and scores on the unit plan rubrics. Unit plan analysis pointed to a significantly disproportionate usage of Knowledge Building (KB) activities in lesson design, which suggests that said participants are in dire need of stronger more comprehensive teacher training programs which focus on enhancing PK and TPK skill sets. Recommendations are given and implications of poor teacher training programs are discussed.
"]},{"key":"dc:title","label":"Title","values":["Investigating the Relation between Saudi Teachers’ Self-Perceptions of TPACK and Their Practical Application in Lesson Design"]}]}],"canonical_facts":{"dc:contributor":["Dr. David D. Carbonara","Dr. Sandra Quinones","Dr. Julia Williams","Dr. Rose Mary Mautino"],"dc:creator":["Albuloushi, Amnah"],"dc:date.available":["2019-08-10T07:00:00Z"],"dc:description.abstract":["Online education is a relatively new phenomenon in Saudi Arabian universities and best online teaching practices are still gaining ground in teacher training. At one university, which offers degrees primarily through distance education, this study sought to investigate online teachers’ perceptions of their TPACK (only the TK, PK, and TPK domains) as well as analyze their practical application of TPACK knowledge in designing unit plans. The researcher adopted a mixed methods approach to data collection by administering surveys (n=60) and analyzing unit plans (n=60), which were analyzed quantitatively, and conducting interviews (n=6), which were analyzed using thematic content analysis. Survey results showed that teachers demonstrated more confidence in their technological knowledge (TK) than in their pedagogical knowledge (PK) and technological pedagogical knowledge (TPK) and these results were affirmed further by interview responses and scores on the unit plan rubrics. Unit plan analysis pointed to a significantly disproportionate usage of Knowledge Building (KB) activities in lesson design, which suggests that said participants are in dire need of stronger more comprehensive teacher training programs which focus on enhancing PK and TPK skill sets. Recommendations are given and implications of poor teacher training programs are discussed.
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