Assessing Students’ Perception towards Lecturer’s Online Teaching of Al-Ghazali’s Dialogue: English Communication using TPACK Framework

Abstract

The COVID-19 pandemic in Malaysia catalyses HEIs to fully utilise technology in teaching and learning, indirectly supporting one of the major shifts of the Malaysia Education Blueprint (Higher Education). Regardless, the readiness of lecturers in terms of their knowledge to teach online effectively is necessary to be investigated to enhance students’ learning and ensure the quality of online learning is at par with traditional learning during the pandemic, as the full adoption of online learning is a new norm in education. This study assesses students’ perception of applying the Technological pedagogical content knowledge (TPACK) framework in teaching Al-Ghazali’s Dialogue: English Communication by lecturers in their online teaching. A quantitative approach and a correlational research design were conducted, and data were collected from 445 UPNM undergraduates through a questionnaire and then analysed using SPSS Version 25.0. The finding reveals that lecturers have a high level of content knowledge to provide relevant issues in selected case studies for students to evaluate critically in line with the course learning outcomes (CLO) outlined by this course. However, lecturers need to be more competent in resolving their technical problems instantly when dealing with digital platform compatibility issues. Additionally, the effectiveness of online teaching can be determined using student achievement as the indicator. These findings support the TPACK framework to describe the lecturers’ technology integration, and it assists lecturers in improving their knowledge. The study implies that a high level of lecturers’ TPACK creates quality online learning and enhances student achievement.