Affiliation:
1. Southern Oregon University, USA
2. Oregon State University, USA
Abstract
This cross-case descriptive study suggests a model for designing online courses that supports TPACK development through communities of inquiry. Borrowing from the world of science research literature, a workbench dialectic inquiry model was engaged in designing a small group-large group dynamic. Mimicking scientists at the workbench, the participants formed relationships in small groups to develop ideas about TPACK, presented their ideas to the larger, whole-class group, then returned to the small groups to integrate feedback. This dynamic group interaction structure provided the participants with the space to develop their TPACK thinking in ways that supported the transition to cognitive discourse. Analysis of the forum postings revealed the complexity of the participant interaction and suggested that facilitating student community engagement supported the development of their TPACK. Course design details are provided. Further research directions might include applying the workbench dialectic inquiry model in other educational contexts and with larger student populations.