TPACK IN HIGHER EDUCATION: ANALYSIS OF THE COLLABORATIVE TOOLS USED BY LECTURERS

Abstract

Globalized Online Learning as one of the shifts to transform the higher education system to align with global trends employ technology-enabled innovations such as video-conferencing and live streaming and is expected to dramatically reshape pedagogy in the 21st-century. Technology in higher education should transform the teaching and learning processes beyond the transmission of knowledge through teaching facts and concepts as content knowledge, but in acquiring skills by interacting, applying, evaluating, creating new knowledge and problem-solving. Therefore, integrating appropriate technology in the pedagogy can contribute significantly to the effectiveness of instruction, and learning. Collaborative learning (CL) has been shown to stimulate cognitive processes and enable learners to generate new knowledge through social interactions. Technology can support the CL using tools for effective collaboration. However, lecturers do not seem to have the knowledge and skills to integrate collaborative tools (CT) for teaching. According to the National e-learning Policy, by 2020, 75% of lecturers should have acquired technology pedagogy content knowledge (TPACK) to employ CT in their curricular designs for generating new knowledge. Hence this study employed one group pre-test and post-test experimental groupdesign to measure 37 volunteer lecturers’ ability to use TPACK in CL. To analyze the lecturers TPACK, a rubric was developed based on the performance rating scale. The results show that the most commonly used CT among lecturers areinstant messaging, YouTube anda discussion forum. Most importantly, lecturers need to identify a suitable CT to teach a specific given subject because of their ability to use CT for collaboration were below expectation. The findings of this study provide insights for lecturers, the need to develop skills in TPACK so that they can teach in a meaningful way using collaborative tools.