Chinese University Students' Perceptions of Faculty Technological Pedagogical Content Knowledge (TPACK), Technology Integration, and Level of Autonomous Learning

• In Event: Poster Session

Abstract

Previous studies on technological pedagogical content knowledge (TPACK) in higher education mainly focused on faculty TPACK development. Research on students’ perceptions of faculty TPACK and technology integration is scarce. This study surveyed Chinese university students of three English-medium courses for the relations between student-perceived teacher TPACK; translational, transformational and transcendent technology use in the course; students’ autonomous learning; and other learner variables. Stepwise multiple linear regression analysis showed that transformational technology use, cumulative GPA and students’ technology knowledge were significant predictors of student-perceived TPACK; and student-perceived TPACK and transcendent technology use were significant predictors of students’ autonomous learning. Findings suggested the importance of transformational and transcendent technology use on helping students appreciate their teacher’s TPACK and develop their own autonomy.

Author

• Edith M. Y. Yan, BNU-HKBU United International College