Kaaki, W. (2016). The relationship between part-time online faculty’s technological, pedagogical, and content knowledge and student grades (Doctoral dissertation). Available from ProQuest Dissertations and Theses Global database. (UMI No. 10129025)

Abstract:

“Current research from 2010–2016 indicates online learner grades have dropped at for- profit virtual institutions. During this same period, part-time online faculty made up for 80–90% of online faculty at for-profit virtual institutions. There is evidence of low online learner grades in an era of increased use of part-time online faculty. The purpose of this quantitative non-experimental study was to examine the relationship between seven self-reported predictor variables of part-time online faculty working at a private for-profit virtual institution and the criterion variable, online learners’ grades. A total of 81 out of 148 faculty members participated in the TPACK Survey. Multiple linear regressions and a Pearson r correlation coefficient were used to analyze data. Results of the analyses indicated the seven self-reported predictor variables of technological, pedagogical, and content knowledge of part-time online instructors did not predict online learners’ grades. Study findings imply that the domains of technological, pedagogical, and content knowledge of part-time online instructors do not account for low online learners’ grades. Close analysis of other predictor variables that may account for low online learner grades is recommended.”