Investigating Effective Teaching Practices for MOOC Instructors through a TPACK lens

Virtual Paper ID: 57873
  1. aaa
    Songhee Han
    The University of Texas at Austin
  2. aaa
    Paul E. Resta
    The University of Texas at Austin

Abstract: This study investigates the effective teaching practices for MOOC instructors, who may not necessarily come from teaching professions, through a Technological Pedagogical and Content Knowledge (TPACK) lens by reviewing 22 empirical articles published in peer-reviewed journals from 2011 to the present. The findings show that (a) the factors that influence the effectiveness of a MOOC consist of institutional factors and instructor factors which are highly relevant to TPACK, (b) experienced MOOC instructors use two types of TPACK, which include pedagogical understanding of their students and interest in developing their professional instructing skills, but (c) the relationship between these two types of TPACK is not exactly identified on how they interact each other and/or how they influence a MOOC’s effectiveness in achieving positive learning outcomes. Lastly, the contribution of this study to MOOC research, the influence of institutional factors in instructors' TPACK employment, and the possibility of providing tips for K-20 education were discussed.

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