AbstractsEducation Research & Administration

ABSTRACT This study examined the current status of instructors’ technological, pedagogical, and content knowledge (TPACK) in online courses at King Abdulaziz University in order to provide practical suggestions to improve the quality of online education in Saudi Arabia. Examining the relationship between instructors’ TPACK and students’ TPACK perceptions is important for getting a clear view of both of these important aspects of the educational process. The participants of this study were 46 online instructors and 618 students at King Abdulaziz University. This research is quantitative and an online survey was used to collect the data. The results of this study revealed that there was a significant negative correlation between the seven components of the instructors’ TPACK and their ages in TPK and TPACK. Additionally, it was also found that there was no significant correlation between the seven components of the instructors’ TPACK and their online teaching experience, nor any significant differences between the seven components of the instructors’ TPACK and their colleges. It was also seen from the results that PCK was the only significant contributor to the instructors’ TPACK. No significant correlations were found between the seven components of instructors’ TPACK and students’ TPACK perceptions and their attitudes. The results of this study reported several implications that might improve the online learning at King Abdulaziz University, such as professional development for online instructors and administrators. Moreover, understanding the role of technology and how to integrate the technology was a necessity for online instructors. Evaluation of the online learning policy was also recommended to help the Deanship of E-learning and Distance Learning to better implement the online courses