Lecturers' Perceptions of Using Information and Communication Technology in Nepalese Higher Education Institutions
Thapaliya Mukti （ Kathmandu University, Kathmandu, Nepal ）
Rana Lal （ University of North Texas, Denton, Texas, USA ）
Gyawali Yadu Prasad （ Mid-West University, Nepal ）
Adhikari Minraj （ Tribhuvan University, Nepal ）
Neupane Padam Prasad （ Tribhuvan University, Nepal ）
Abstract
This study explored Nepalese faculty members’ perspectives on the use of Information and Communication Technology (ICT) in Higher Education Institutions (HEIs) for teaching and learning activities. The study employed a convergent mixed-method research design collecting quantitative data from 102 randomly selected participants who responded to questionnaires in Google survey form. Qualitative data were collected from 10 participants who had expressed their interest to participate in the semi-structured interview while responding to the Google survey form. The quantitative and qualitative data were analysed using SPPS (20.0) and thematic analysis respectively. Findings indicated that faculty members were believed to have built technological knowledge, pedagogical knowledge and technological pedagogical knowledge. Participants also thought that the COVID-19 pandemic was a stepping stone of a paradigm shift in the use of ICTs in their institutions. Faculty members having experience of less than 15 years were found to have been more comfortable in using the Google survey form compared to faculty members having experience of more than 15 years. Similarly, lecturers who have more than 15 years’ experience and above explained the lesson’s objectives to students than those who have less than 15 years' experience. Such association of teachers’ experience on explaining lesson’s objectives to students was also found statistically significant. Likewise, male faculty members were found to be better in applying ICT tools for teaching students with additional learning needs than female faculty members.
Keywords
Information and Communication Technology; Higher education institutions; technological knowledge; pedagogical knowledge; technological pedagogical knowledgeFull Text
PDFReferences
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[48]Xiao, F., & Sun, L. (2022). Profiles of student ICT use and their relations to background, motivational factors, and academic achievement. Journal of Research on Technology in Education, 54(3), 456-472. https://doi.org/10.1080/15391523.2021.1876577
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[3]Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
[4]Creswell, J. W. & Creswell, J. D. (2018). Research design: Qualitative, Quantitative, and Mixed Methods Approaches(5th ed.). Sage.
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[6]Duţă, N., & Martínez-Rivera, O. (2015). Between theory and practice: the importance of ICT in Higher Education as a tool for collaborative learning. Procedia-Social and Behavioral Sciences, 180, 1466-1473. https://doi:10.1016/j.sbspro.2015.02.294
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[8]Englund, C., Olofsson, A. D., & Price, L. (2017). Teaching with technology in higher education: Understanding conceptual change and development in practice. Higher Education Research and Development, 36(1), 73-87. https://doi.org/10.1080/07294360.2016.1171300
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[10]Gebremeskel, G. B., Kebede, A. A., & Chai, Y. (2016). The paradigm role of ICT for behavioral and educational psychology: The case of developing countries. International Journal of Information and Education Technology, 6(4), 301.
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[12]Guillén-Gámez, F. D., Cabero-Almenara, J., Llorente-Cejudo, C., & Palacios-Rodríguez, A. (2022). Differential analysis of the years of experience of higher education teachers, their digital competence and use of digital resources: Comparative research methods. Technology, Knowledge and Learning, 27(4), 1193-1213. https://doi.org/10.1007/s10758-021-09531-4
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[15]Koehler, M.J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education 9(1): 60-70.
[16]Kuhn, T. S. (2012). The structure of scientific revolutions (4th ed). University of Chicago press.
[17]Kunwar, R., Shrestha, A. K., & Phuyal, S. P. (2022). The impact of force paradigm shift in teaching and learning higher education in nepal: A study on behavior perspective. European Journal of Education and Pedagogy, 3(2), 12-17. https://doi.org/10.24018/ejedu.2022.3.2.270
[18]Laudari, S., & Maher, D. (2019). Barriers to ICT use in EFL teacher education courses in Nepal: An activity theory perspective. Journal of NELTA, 24(1-2), 77-94.
[19]Li, X., Shaikh, P. A., & Ullah, S. (2022). Exploring the potential role of higher education and ICT in China on green growth. Environmental Science and Pollution Research, 29(43), 64560-64567.https://doi.org/10.1007/s11356-022-20292-0
[20]Lim, C. P., Ra, S., Chin, B., & Wang, T. (2020). Leveraging information and communication technologies (ICT) to enhance education equity, quality, and efficiency: case studies of Bangladesh and Nepal. Educational Media International, 57(2), 87-111. https://doi.org/10.1080/09523987.2020.1786774
[21]Livingstone, S. (2012). Critical reflections on the benefits of ICT in education. Oxford review of education, 38(1), 9-24. https://doi.org/10.1080/03054985.2011.577938
[22]Lowenthal, P., Borup, J., West, R., & Archambault, L. (2020). Thinking beyond Zoom: Using asynchronous video to maintain connection and engagement during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 383-391.
[23]McKnight, K., O'Malley, K., Ruzic, R., Horsley, M. K., Franey, J. J., & Bassett, K. (2016). Teaching in a digital age: How educators use technology to improve student learning. Journal of research on technology in education, 48(3), 194-211. https://doi.org/10.1080/15391523.2016.1175856
[24]Mid-Western University (2020) Digital, Virtual and Alternative Teaching- learning and Operation Systems Policy Guidelines. Available at: www.mwu.edu.np/mwu-dvatlosp-guideline-2020/.
[25]Ministry of Education. (2007). Open and Distance Learning (ODL) Policy. Available at: www.moe.gov.np/assets/uploads/files/Distance_learning_policy_20631.pdf .
[26]Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012.https://doi.org/10.1016/j.ijedro.2020.100012
[27]Moseholm, E., & Fetters, M. D. (2017). Conceptual models to guide integration during analysis in convergent mixed methods studies. Methodological Innovations, 10(2), 2059799117703118.
[28]Rana, K., & Rana, K. (2020). ICT Integration in Teaching and Learning Activities in Higher Education: A Case Study of Nepal's Teacher Education. Malaysian Online Journal of Educational Technology, 8(1), 36-47. https://doi.org/10.17220/mojet.2020.01.003
[29]Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as a change agent for education. Retrieved April, 14, 2007.
[30]Pombo, L., Morais, N.S., Batista, J., Pinto, M.; Coelho, D., &Moreira, A. (2016). The Use of Communication Technologies in Higher Education in Portugal: Best Practices and Future Trends. In M. J. Marcelino, A. J. Mendes, & M. C. A. Gomes (Eds., pp. 1-20). ICT in Education: Multiple and Inclusive Perspectives. Springer. https://doi.org/10.1007/978-3-319-22900-3_1
[31]Shields, R. (2011). ICT or I see tea? modernity, technology and education in nepal. Globalisation, Societies and Education, 9(1), 85-97. https://doi.org/10.1080/14767724.2010.513536
[32]Shrestha, S., Haque, S., Dawadi, S., & Giri, R. A. (2022). Preparations for and practices of online education during the covid-19 pandemic: A study of Bangladesh and Nepal. Education and Information Technologies, , 1-23. https://doi.org/10.1007/s10639-021-10659-0
[33]Somekh, B. (2008). Factors affecting teachers’ pedagogical adoption of ICT. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 449–460). New York: Springer.
[34]Soomro, K. A., Kale, U., Curtis, R., Akcaoglu, M., & Bernstein, M. (2020). Digital divide among higher education faculty. International Journal of Educational Technology in Higher Education, 17(1), 1-16. https://doi.org/10.1186/s41239-020-00191-5
[35]Subekti, A. (2003). Effectiveness of learning physics through animation cartoon film, London. University of Indonesia Education, Faculty of Education Department of Educational Technology.
[36]Stewart, B., Miklas, E., Szcyrek, S., & Le, T. (2023). Barriers and beliefs: a comparative case study of how university educators understand the datafication of higher education systems. International Journal of Educational Technology in Higher Education, 20(1), 1-20. https://doi.org/10.1186/s41239-023-00402-9
[37]Talebian, S., Mohammadi, H. M., & Rezvanfar, A. (2014). Information and communication technology (ICT) in higher education: advantages, disadvantages, conveniences and limitations of applying e-learning to agricultural students in Iran. Procedia-Social and Behavioral Sciences, 152, 300-305.
[38]Taylor, S. J., Bogdan, R., & DeVault, M. L. (2016). Introduction to qualitative research methods: A guidebook and resource (4th ed.). John Wiley & Sons.
[39]Thapaliya, M.P. (2014). English Teachers’ perceptions and practices of Information and Communication Technologies (ICTs) in Kathmandu District, Nepal. International Journal of Academic Research in Education and Review, Vol. 2 (10), pp. 251-258 DOI: 10.14662/IJARER2014.056
[40]Thapaliya, M.P. (2021). Challenges and Opportunities to Implementing ICTs in education to Manage Learning Crisis due to COVID-19 in Nepal. Journal of Global Literacies, Technologies, and Emerging Pedagogies. Vol. VII, Issue 2, pp. 1390-1413.
[41]Thapaliya, M. (2023). Perspectives of Lecturers on Emergency Remote Teaching during the COVID-19 Pandemic in Tertiary Education Institutions in New Zealand. New Zealand Journal of Teachers' Work, 20(1), 37-56. https://doi.org/10.24135/teacherswork.v20i1.354
[42]Thapaliya, M., Adhikari, S., & Rana, L. (2023). Opportunity in COVID-19 crisis: Moving away from chalk and talk to technology-integrated teaching in Nepalese higher education institutions. E-Learning and Digital Media, 20427530231153944.
[43]Tribhuvan University (2020) Online class operational manual. Available at: https://tribhuvan-university.edu.np/upload_file/files/post/1588581697_723613635_nirdeshika_Final_1_21.pdf (Accessed 24 December 2022).
[44]Turnbull, D., Chugh, R., & Luck, J. (2021). Transitioning to e-learning during the COVID-19 pandemic: How have higher education institutions responded to the challenge? Education and Information Technologies, 26(5), 6401-6419 https://doi.org/10.1007/s10639-021-10633-w
[45]UNESCO (2022). The impact of the COVID-19 pandemic on education: International evidence from the responses to educational disruption survey (REDS). International Association for the Evaluation of Educational Achievement. https://unesdoc.unesco.org/ark:/48223/pf0000380398
[46]University Grant Commission. (2020). Directives for learning facilitation through alternative teaching-learning systems in higher education. Available at www.ugcnepal.edu.np/uploads///upload/83pV9K.pdf.
[47]Vijayan, R. (2021). Teaching and learning during the COVID-19 pandemic: A topic modeling study. Education Sciences, 11(7), 347. doi.org/10.3390/educsci11070347
[48]Xiao, F., & Sun, L. (2022). Profiles of student ICT use and their relations to background, motivational factors, and academic achievement. Journal of Research on Technology in Education, 54(3), 456-472. https://doi.org/10.1080/15391523.2021.1876577
Copyright © 2024 Thapaliya Mukti , Rana Lal , Gyawali Yadu Prasad , Adhikari Minraj , Neupane Padam Prasad
Publishing time:2024-02-29
This work is licensed under a Creative Commons Attribution 4.0 International License
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