TPACK Readiness among English-Language Lecturers for Open Distance Learning (ODL) Adoption in a Malaysian Public University

Proceedings

article

Azlan Ab Aziz¹  Ameiruel Azwan Ab Aziz²  Nur Aqilah Norwahi²  Nor Afifa Nordin²  Nuramirah Zaini²  Sumayyah Shaidin²  Sheik Badrul Hisham Jamil Azhar² 

[1] Fakulti Sains Komputer & Matematik, Universiti Teknologi MARA Cawangan Melaka Kampus Jasin;Akademi Pengajian Bahasa, Universiti Teknologi MARA Cawangan Melaka Kampus Alor Gajah

关键词: COVID-19;    English lecturers;    open distance learning;    self-efficacy;    technological pedagogical content knowledge;   

DOI  :  10.3390/proceedings2022082012

学科分类：社会科学、人文和艺术（综合）

来源: mdpi

【 摘 要 】

In the wake of the coronavirus disease 2019 (COVID-19) crisis, the education domain all around the globe suddenly shifted to online/open distance learning (ODL) platforms. Despite decades of technological advancement in the fabric of education, it is progressively important to understand English-language lecturers’ technological pedagogical content knowledge (TPACK) readiness to adopt ODL. Generally, language-learning classes are conducted in the traditional physical setting. This is of great importance to investigate lecturers’ ability to integrate technology into teaching and learning, as it is a significant factor that affects online learning success. This quantitative case study aims to explore the TPACK readiness of English-language lecturers in one public university in Malaysia. Based on the TPACK model, an online survey was designed and administered to collect data among 143 English-language lecturers during the movement control order. Despite an immediate compulsory ODL deployment, the results indicate that the English-language lecturers’ TPACK readiness is progressive, and they are acquiescent and fairly receptive towards the ODL with efforts to overcome ODL challenges and stay positive. This, in turn, contributed to students’ positive performance. It is hoped that such information can offer some insights for ensuring positive impacts in tertiary educational teaching and learning practice.

【 授权许可】

CC BY