Exploring Impact of Contextual Factors on University Students' Perceptions of Faculty TPACK (Technological Pedagogical Content Knowledge): A Mixed-Methods Study

• In Event: Teaching in/and Context

Abstract

This mixed-methods study investigated university students' perceptions of faculty Technological Pedagogical Content Knowledge (TPACK) in technology-mediated courses. Six undergraduate courses at an English-medium university in China were selected, where various technology-mediated activities were implemented. Data were collected through a post-intervention survey (N=202) and focus group discussions (n = 26) to explore student-perceived faculty TPACK and its contextual factors. Findings indicate that students generally perceived their instructors as competent in TPACK after technology-mediated activities, with positive perceptions influenced by technology integration effectiveness and course content alignment. Thematic analysis revealed four main themes affecting student-perceived faculty TPACK: course attributes, teacher attributes, student attributes, and attributes for technology integration. Findings have implications on effective technology integration in enhancing English-medium teaching and learning experiences.

Authors

• Edith M. Y. Yan, Beijing Normal-Hong Kong Baptist University

• Xuenan Huo, City University of Hong Kong

• Zhiqiu Chen, BNU-HKBU United International College