ABSTRACT The purpose of this multiple case study was to understand how the beliefs of college of education faculty members about their students and teaching online influenced their online teaching. The study focused specifically on beliefs regarding student digital literacy and preparedness. The study used the Technological Pedagogical Content Knowledge (TPACK) framework as a lens for looking at online teaching. Results indicate that participants’ beliefs about students did in fact influence their online teaching in a variety of ways and with differing teaching outcomes. The results of this study have implications for those who teach online as well as those who support them.

中文翻译：

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以TPACK为框架研究大学教师的信念对在线教学的影响

摘要此多案例研究的目的是了解教育学院教职员工对学生和在线教学的信念如何影响他们的在线教学。该研究特别关注有关学生数字素养和准备的信念。该研究使用技术教学内容知识（TPACK）框架作为查看在线教学的镜头。结果表明，参与者对学生的信念实际上确实以多种方式影响着他们的在线教学，并且具有不同的教学效果。这项研究的结果对在线教学的人和支持他们的人都有影响。