Unten, T. D. B. (2018). Community college online math instructors’ perceptions of the TPACK framework (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10936044)

Abstract:

“Community college online mathematics courses have the highest course attrition rates among all subject matters and degree levels. The problem could be addressed through professional development and assessment tools generated with the core foundations of TPACK framework – integrated knowledge between technology, pedagogy, and content. Using the hermeneutic qualitative phenomenological approach, this researcher explored community college online mathematics instructors lived experiences with professional development and assessment tools and their perceptions on utilizing TPACK to improve course attrition rates. Data collection in this study resulted in the identification three main textual themes for professional development and assessments: (1-1) Internal Resources, (1-2) Student Feedback, and (1-3) External Resources. For reasons to accept the TPACK framework, two main textual themes were identified: (1a-1) Motivation to Learn and (1a-2) Self-Concept as the emergent themes. For reasons to reject the TPACKframework, three main textual themes were identified: (1b-1) Time and Effort, (1b-2) Complacency, and (1b-3) Effectiveness Questioned as the emergent themes. As for implementation barriers, (1c-1) Administrators’ Influence, (1c-2) Faculty Observation, and (1c-3) Perception of Teaching Online Math Classes were identified as the three main textual themes. For the ideal conceptual framework, three main textual themes were identified: (2-1) High Impact Interactivities, (2-2) Technology Guidelines, and (2-3) Long-Term Goals. Based on the results, the researcher recommends that academic leaders support the instructors with growth mindsets in their endeavors, and provide short-term solutions utilizing the TPACK framework for all others. The researcher also recommended the following focal points for further discussions: (a) expanding the current training and support services for instructors and students with internal resources, (b) the resistant culture or misconceptions among instructors and administrators, and (c) the need for awareness of technology guidelines, best practices, and resources available to create high impact interactivities for online math instructors. Based on the limitations and findings of this study, the following recommendations are offered as directions for future research: (a) an expanded mixed-methods or quantitative study, (b) an examination of administrators’ and other support services’ influence on faculty development to improve course attrition rates at the community college level, (c) an examination of student-to-student interactivity in online mathematics and its effect on course attrition rates at the community college level, (d) an in-depth case study of a single community college, or a comparison of two competing community colleges’ online mathematics departments that utilize the TPACK framework for professional development and/or assessment practices, and (e) an exploration of the Adult Learning Theory integrated with the TPACK framework.”