Effects of socio-demographic and technological factors on Indonesian lecturers' TPACK: insights from emergency remote learning

Agustian Sutrisno; David Wijaya; John Paul Haupt; Michael Recard; Nida Husna

doi:10.1007/s43545-023-00630-w

Effects of socio-demographic and technological factors on Indonesian lecturers' TPACK: insights from emergency remote learning

SN Soc Sci. 2023;3(2):39. doi: 10.1007/s43545-023-00630-w. Epub 2023 Feb 9.

Authors

Agustian Sutrisno¹, David Wijaya², John Paul Haupt³, Michael Recard⁴, Nida Husna⁵

Affiliations

¹ Faculty of Education and Language, Universitas Katolik Indonesia Atma Jaya, Jakarta, Indonesia.
² School of Languages and Cultures, The University of Sydney, NSW Sydney, Australia.
³ College of Education, The University of Arizona, Tucson, AZ USA.
⁴ Universitas Pelita Harapan, Tangerang, Indonesia.
⁵ Universitas Islam Negeri Syarif Hidayatullah, Jakarta, Indonesia.

Abstract

Little research has explored the effects of socio-demographic and technological factors on university lecturers' Technological, Pedagogical, and Content Knowledge (TPACK). Conducted in the context of emergency remote learning during the pandemic, the mixed-methods study reported on this paper examined Indonesian lecturers' TPACK during the emergency online teaching, and how their gender, length of teaching experience, prior platform training, and mostly used platform affected their TPACK. 555 lecturers from different parts of Indonesia participated in the e-survey used in this study. Follow-up semi-structured interviews were conducted with ten of the participants. Results revealed that the lecturers' pedagogical and content knowledge components were higher than their technological knowledge components. Findings also showed that gender and mostly used platform affected TK, whereas teaching experience affected pedagogical (PK) and content knowledge (CK). Prior platform training did not affect TPACK. Further, the absence of Learning Management Systems (LMS) forced some to use social media platforms to conduct remote teaching, impacting their TK, impacting their TK. Given the low TK levels, it is suggested that higher education institutions increase the use of online learning platforms (e.g., LMS) and technologies (e.g., augmented reality and virtual reality technologies, which will be highly useful especially for practice-based courses).

Supplementary information: The online version contains supplementary material available at 10.1007/s43545-023-00630-w.

Keywords: Indonesia; Learning platforms; Lecturers; Mixed-methods; Remote learning; TPACK.

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