The development and validation of an instrument for assessing college students' perceptions of faculty knowledge in technology-supported class environments

Shih, Ching-Lin; Chuang, Hsueh‐Hua

doi:10.1016/j.compedu.2012.11.021

Cited by 35 publications

(24 citation statements)

References 24 publications

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“…The construct reliability was evaluated using composite reliability (CR) and Cronbach's alpha (Shih & Chuang, 2013). The Cronbach's alpha and CR values have exceeded 0.70 indicating high level of reliability (Hair et al, 2010).…”

Section: Convergent Validity Discriminant Validity and Construct Relmentioning

confidence: 99%

Understanding cloud-based VLE from the SDT and CET perspectives: Development and validation of a measurement instrument

Hew

Kadir

2016

Computers & Education

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Section: Convergent Validity Discriminant Validity and Construct Relmentioning

confidence: 99%

Understanding cloud-based VLE from the SDT and CET perspectives: Development and validation of a measurement instrument

Hew

Kadir

2016

Computers & Education

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“…Research on university instructors' TPACK is scant in comparison with that of research on pre-service or K-12 school teachers. Shih and Chuang (2013) developed and validated an instrument for assessing university students' perceptions of faculty knowledge (SPFK) in technology-supported classroom environments. A total of 50 items in 4 constructs were developed for the instrument.…”

Section: Evaluation Of University Faculty Knowledgementioning

confidence: 99%

Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors

Jang

Chang

2016

AJET

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University science teachers' technological pedagogical and content knowledge (TPACK) is crucial for effective teaching. Although there has been a plethora of studies investigating pre-service and in-service teachers' TPACK, few studies have examined university instructors' TPACK and university students' perceptions of instructors' TPACK. The main purpose of this study was to examine the TPACK questionnaire differences between university students' perceptions and instructors' self-perceptions, and assess differences in university physics instructors' TPACK according to gender, academic degrees and teaching experience in Taiwan. This study adopted and revised an instrument for measuring university students' perceptions of science instructors' TPACK. The sample was randomly selected from the physics instructors of universities in the northern, central, and southern regions of Taiwan. Exploratory factor analysis was conducted to examine the dimensions of the instrument. The results revealed that the TPACK questionnaire of university physics instructors' views were different from the university students' perceptions. University physics instructors' results indicated statistical significance in overall TPACK according to teaching experience. The research implications of this study are provided along with suggestions.

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“…What is more, most TPACK questionnaires and surveys are designed only for teachers' self-description and overlook students' opinions of their teachers' knowledge. Shih and Chuang (2013), who developed a questionnaire to evaluate college students' perceptions of their professor's TPACK, noted that students perceived instructional and environmental influences on their learning processes and outcomes. Tuan, Chang, Wang and Treagust (2000) further pointed out that the students' perception of their teachers' knowledge provides an understanding of how students think and learn.…”

Section: Introductionmentioning

confidence: 99%

Assessing university students' perceptions of their Physics instructors' TPACK development in two contexts

Chang¹,

Jang²,

Chen³

2014

Brit J Educational Tech

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Technological Pedagogical and Content Knowledge (TPACK) has been gaining traction among educational researchers; however, studies documenting university students' perceptions of their teachers' TPACK remain limited. This study intends to investigate the professional development of two physics instructors through the lens of the TPACK framework. Moreover, this study spans an 18-week semester within both the contexts of Taiwan and China. Multiple data were collected and analyzed, including the pretest and posttest TPACK surveys, instructor interviews, in-class observations and students' feedback and opinions. The results revealed that John's instructional representations and strategies and technology integration and application scores increased significantly, as well as Mike's knowledge of students' understanding score showing a significant increase from the middle to the end of semester. John (Taiwan) emphasized life examples and the use of multimedia while Mike (China) chose to emphasize students' knowledge and evaluation. Such results showed different teaching characteristics in the two contexts. Implications and suggestions are put forward based on the results of this study.

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The development and validation of an instrument for assessing college students' perceptions of faculty knowledge in technology-supported class environments

Cited by 35 publications

References 24 publications

Understanding cloud-based VLE from the SDT and CET perspectives: Development and validation of a measurement instrument

Understanding cloud-based VLE from the SDT and CET perspectives: Development and validation of a measurement instrument

Exploring the technical pedagogical and content knowledge (TPACK) of Taiwanese university physics instructors

Assessing university students' perceptions of their Physics instructors' TPACK development in two contexts

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