The purpose of this study is to explore the perceptions of trainees towards a professional development program. The target is to train teachers on how to use a learning management system called “Blackboard” for designing courses that could be taught online in the future. I used technological pedagogical and content knowledge as a theoretical framework (TPACK) for designing the training. The design of the professional development program took into consideration two learning theories—constructivist learning theory and cognitive multimedia learning theory as part of the pedagogy component of the TPACK framework. Design-based research with one contextual phase without subsequent interventions was used for conducting this study. Semi-structured interviews, a survey with closed ended questions, and a performance exam were used for data collection. The results are presented aligned with the study’s research questions and purpose. The findings showed positive attitude towards the professional development program as a whole and the manual and problem-based activities in particular, with some recommendations for further enhancement. The results of this study attempt to assist professional development designers in the design of other training programs. Finally, theoretical and practical implications are highlighted based on the discussion and conclusions drawn. Keywords: Technological pedagogical and content knowledge, TPACK, TPCK, constructivist, problem-based learning, cognitive multimedia learning, CMLT, design-based research, mixed methods


International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Fall 1-24-2016

Submission Date

January 2015

First Advisor

Hozayin, Russanne

Second Advisor


Third Advisor


Committee Member 1

El-Deghaidy, Heba

Committee Member 2

Zaalouk, Malak

Committee Member 3



179 p.

Document Type

Master's Thesis


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