Teachers’ Perceptions and Experiences of using Digital Technology in Undergraduate Classrooms in Pakistan
Keywords:
Blended Learning, Educational Technologies, Online Learning, Teacher Perceptions
Abstract
The purpose of this study was to explore the perceptions and experiences of teachers about the use of technology in faceto-face and online classes. A qualitative case study design was adopted in this study. The year III and IV teachers of the
nursing programme who were using technology in their teaching were invited to participate in this study. Data were
collected through semi-structured interviews, class observations and analysis of the university’s virtual learning
environment course sites. The teachers felt that students wanted activities that were engaging, and through Mentimeter,
Kahoot and Padlet this was possible in the class. With online classes, the teachers were using Microsoft Teams, whereas
the students preferred the Zoom platform as they thought it was more user-friendly. It was also felt by the teachers that
students do not give much preference to PowerPoint presentations now and want a variety that can enhance their learning
experience. However, the teachers also faced issues with the computers or internet not working smoothly in the class and
for this, they had to keep a backup plan in place. For online classes, the teachers shared course material on Whatsapp or
Moodle course sites for students who could not come online during a specific time. The teachers also admit that their own
ability to use technology in face-to-face or online classes counted a lot towards how their lessons shaped up. The findings
concluded that the universities should provide sufficient support and training to teachers in using technology effectively
for teaching purposes.
References
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Practical Guide to Research Method (pp. 53–80). Sage.
Tosterud, R., & Hedelin, B., & Hall-Lord, M. L. (2013). Nursing students’ perceptions of high- and low-fidelity
simulation used as learning methods. Nurse Education in Practice, 13, 262-270.
https://doi.org/10.1016/j.nepr.2013.02.002
Ullah, A., & Ashraf, M., & Ahmed, S. A. S. (2021). Challenges of online learning during the COVID-19 pandemic
encountered by students in Pakistan. Journal of Pedagogical Sociology and Psychology, 3(1), 36-44.
https://doi.org/10.33902/JPSP.2021167264
Williamson, K. M., & Muckle, J. (2018). Students’ perception of technology use in nursing education. CIN: Computers,
Informatics, Nursing, 36(2), 70-76. https://doi.org/10.1097/CIN.0000000000000396
discussion forums in undergraduate courses. International Journal of Interactive Mobile Technologies, 15(1).
Ajmal, M., & Ahmad, S. (2019). Exploration of anxiety factors among students of distance learning: a case study of
Allama Iqbal Open University. Bulletin of Education and Research, 41(2), 67-78.
Alameri, J., & Masadeh, R., & Hamadallah, E., & Ismail, H. B., & Fakhouri, H. N. (2020). Students' perceptions of elearning platforms (moodle, microsoft teams, and zoom platforms) in the university of Jordan education and its
relation to self-study and academic achievement during the COVID-19 pandemic. Advanced Research & Studies
Journal, 11(5), 21-33. Al-Mahrooqi, R., & Abrar-ul-Hassan, S., & Cofie, C. (2016). Analyzing the use of
motivational strategies by EFL teachers in Oman. Malaysian Journal of ELT Research, 8(1), 36-76.
Baek, Y., & Jung, J., & Kim, B. (2008). What makes teachers use technology in the classroom? Exploring the factors
affecting facilitation of technology with a Korean sample. Computers & Education, 50(1), 224-234.
Baumbusch, J. (2010). Semi-structured interviewing in practice-close research. Journal for Specialists in Paediatric
Nursing; Hoboken, 15(3), 255-258.
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101.
Chaka, C. (2020). Higher education institutions and the use of online instruction and online tools and resources during
the COVID-19 outbreak. An Online Review of Selected US and SA's Universities.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed- methods approaches.
Sage Publications.
Ddel Campo, J. M., & Negro, V., & Núñez, M. (2012). The history of technology in education. A comparative study and
forecast. Procedia-Social and Behavioral Sciences, 69, 1086-1092.
Denham, M. A., & Onwuegbuzie, A. J. (2013). Beyond words: Using nonverbal communication data in research to
enhance thick description and interpretation. International Journal of Qualitative Methods, 12(1), 670-696.
Dhanda, S. (2015). Change in student and teacher roles using technology in class room. International Journal
of Education and Information Studies, 5(1), 45-49.
Djamdjuri, D., & Kamilah, A. (2020).WhatsApp media in online learning during covid-19 pandemic. English Journal,
14(2), 69-74.
Duke, B., & Harper, G., & Johnston, M. (2013). Connectivism as a digital age learning theory. The International HETL
Review, Special Issue, 4-13.
Fouladchang, M. (2018). The motivational outcomes of connectivism theory in EFL. Modern Journal of Language
Teaching Methods (MJLTM), 8(2), 101-112.
Francis, J. (2017). The effects of technology on student motivation and engagement in classroom-based Learning
(Unpublished Doctoral Thesis). University of New England, United States.
Ghavifekr, S., & Rosdy, W.A.W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in
schools. International Journal of Research in Education and Science (IJRES), 1(2), 175-191.
Gokbulut, B. (2020). The effect of mentimeter and kahoot applications on university students’ e-learning. World Journal
on Educational Technology: Current Issues, 12(2), 107-116.
Habibu, T. (2012). A study of difficulties faced by teachers in using ICT in classroom teaching-learning in technical and
higher educational institutions in Uganda (Doctoral dissertation, Department of Technical and Vocational
Education (TVE)), Islamic University of Technology (IUT).
Huddle, C. (2019). Benefits, concerns, and prospective use of technology within nursing education. Canadian Journal of
Nursing Informatics, 14(3).
Johnson, A. M., & Jacovina, M. E., & Russell, D. G., & Soto, C. M. (2016). Challenges and solutions when using
technologies in the classroom. ERIC Clearinghouse.
Khokhar, A., & Javaid, S. (2016). Students and teachers perceptions of ICT use in the classroom: Pakistani classrooms.
Conference Paper.
Kizito, R. N. (2016). Connectivism in learning activity design: Implications for pedagogically-based technology adoption
in African higher education contexts. International Review of Research in Open and Distributed Learning, 17(2),
19-39.
Kurji, Z., & Mwenda, J., & Aijaz, A. (2015). Engagement of undergraduate nursing students in VLE in Karachi Pakistan.
International Journal of e-Healthcare Information Systems, 2(1), 46.
Lopes, A. P., & Soares, F., & Vieira, I. (2014). A new horizon for online teaching and learning.
https://www.researchgate.net/figure/Structure-of-the-CCK08-course-network-by-Downes-andSiemens_fig1_320258988
Malik, S., & Agarwal, A. (2012). Use of multimedia as a new educational technology tool. International Journal of
Information and Education Technology, 2(5), 468- 471. https://doi.org/10.7763/IJIET.2012.V2.181
Pischetola, M., & Heinsfeld, B. D. (2018). Technologies and teacher’s motivational style: A research study in Brazilian
public schools. Journal of Educational, Cultural and Psychological Studies (ECPS Journal), (17), 163-177.
https://doi.org/10.7358/ecps-2018-017-pisc
Sad, S. N. & Ozer, N. (2019). Using Kahoot! As a gamified formative assessment tool: a case study. International Journal
of Academic Research in Education, 5(1), 43–57. https://doi.org/10.17985/ijare.645584
Saldana, J. (2013). The coding manual for qualitative researchers. Sage Publication.
Schindler, L. A., & Burkholder, G. J., & Morad, O. A., & Marsh, C. (2017). Computer-based technology and student
engagement: A critical review of the literature. International Journal of Educational Technology in Higher
Education, 14(1), 1-28. https://doi.org/10.1186/s41239-017-0063-0
Senge, P., & Kleiner, A., & Roberts, C., & Ross, R., & Smith, B. (1994). The fifth discipline field book: Strategies and
tools for building a learning organization. Doubleday Currency.
Skoyles, A. & Bloxsidge, E. (2017). Have you voted? Teaching OSCOLA with mentimeter. Legal Information
Management, 17(4), 232–238. https://doi.org/10.1017/S1472669617000457
Smith, J. A., & Osborn, M. (2015). Interpretative phenomenological analysis. In J. A. (Ed.), Qualitative psychology: A
Practical Guide to Research Method (pp. 53–80). Sage.
Tosterud, R., & Hedelin, B., & Hall-Lord, M. L. (2013). Nursing students’ perceptions of high- and low-fidelity
simulation used as learning methods. Nurse Education in Practice, 13, 262-270.
https://doi.org/10.1016/j.nepr.2013.02.002
Ullah, A., & Ashraf, M., & Ahmed, S. A. S. (2021). Challenges of online learning during the COVID-19 pandemic
encountered by students in Pakistan. Journal of Pedagogical Sociology and Psychology, 3(1), 36-44.
https://doi.org/10.33902/JPSP.2021167264
Williamson, K. M., & Muckle, J. (2018). Students’ perception of technology use in nursing education. CIN: Computers,
Informatics, Nursing, 36(2), 70-76. https://doi.org/10.1097/CIN.0000000000000396
Published
2023-06-27
How to Cite
Farooq, M., & Nauman, S. (2023). Teachers’ Perceptions and Experiences of using Digital Technology in Undergraduate Classrooms in Pakistan. Journal of Social Sciences and Media Studies, 7(1), 54-62. https://doi.org/10.58921/jossams.07.01.0252
Section
Articles
