A Phenomenological Study of Educators’ Experience After a Year of the COVID-19 Pandemic

Abstract

This phenomenological study investigated educators’ lived experiences of teaching online in higher institutions in Malaysia. Data, which was generated through semi-structured interviews with 20 lecturers from three universities in the country, was analysed based on the thematic analysis approach guided by the Technological, Pedagogical, and Content Knowledge (TPACK)-self-efficacy framework. The findings revealed that after a year of teaching online, the potential of technology has been acknowledged by the educators after some trials and constraints were addressed. The domains related to Technology Content Knowledge (TCK), Technology Pedagogical Knowledge (TPK), and TPACK were evident in the findings. However, Pedagogical Content Knowledge (PCK) was not given emphasis, hence this manuscript argues that educators need to be constantly reminded of the significance of PCK. The findings discussed in this manuscript can be a helpful guide for educators when there is a need for them to teach online.

Technology Acceptance Model to Determine the ‎influence of Faculty Member Experiences of ‎Utilizing LMS

“…Pearson's correlation coefficient was at the level of the outlook (pre-sample) 0.46, slightly lower than the correlation coefficient after gaining experiences of practices (post sample), which reached 0.49, and both at the significance level 0.01, indicating the strength of the direct relationship between the PU and the AU at the sample level (pre-survey and post-sample). These results are consistent with Alqahtani & Alturkey (2018), Annamalai et al, (2022) , they demonstrated a relationship between PEOU of the TAM2 with experiences. The use and ease of use of technology positively impacted attitudes towards technology and agreed with the study results (Chen et al,2020, Khan et al, 2017 that faculty members who had difficulties using the BB system had had negative attitudes towards continuing to use and benefit from it (Elfeky, & Elbyaly, 2023).…”

Technology Acceptance Model to Determine the Impact of Faculty Member Experiences on Utilizing LMS During Covid19

“…Pearson's correlation coefficient was at the level of the outlook (pre-sample) 0.46, slightly lower than the correlation coefficient after gaining experiences of practices (post sample), which reached 0.49, and both at the significance level 0.01, indicating the strength of the direct relationship between the PU and the AU at the sample level (pre-survey and post-sample). These results are consistent with Alqahtani & Alturkey (2018), Annamalai et al, (2022) , they demonstrated a relationship between PEOU of the TAM2. The use and ease of use of technology positively impacted attitudes towards technology and agreed with the study results (Chen et al,2020, Khan et al, 2017 that faculty members who had difficulties using the BB learning management system had had negative attitudes towards continuing to use and benefit from it.…”

Documenting and analyzing the relevance of Universal Design for Learning in developing inclusive provisions for culturally diverse learners in online pedagogy

“…Meaning making becomes an important focus of scientific enquiry in itself, in the sense that, though subjective in nature, it enables for the mapping, understanding, and analysis of human behaviour in these contexts. In education, and in the post-secondary sector in particular, the interpretivist paradigm is increasingly used to frame research into management of change, student affairs, and pedagogical transformation (Annamalai et al, 2022;Sabapathy, 2022).…”