The present study aimed to identify the requirements and criteria of instructional design of e-courses in addition to what degree faculty members are familiar with such skills and requirements. It also sought to identify the most important visions for the development and design of e-courses from the perspectives of experts and faculty members besides the main obstacles that face them during the design process. The descriptive approach was used to carry out the study. The questionnaire is a main study tool used for data gathering. A sample of (101) was randomly selected out of the faculty members at the College of Education and the College of Science and Arts was randomly selected. Findings indicated that there were certain criteria and requirements for the instructional design of the e-courses that faculty members should refer to in order to obtain a suitable e-content. There were significant differences between the faculty members’ degree of knowledge and degree of use in favor of their knowledge degree of the instructional design skills. Furthermore, their knowledge degree was moderate and their use degree was low. Results also showed that there were certain obstacles facing faculty members while developing their e-courses. The most prominent obstacles were the lack of enough training workshops for the basics of e-courses design and development in addition to the lack of e-laboratories for training on the primary development of e-courses. The most important visions provided by faculty members were the development of faculty members’ skills of the e-courses design via specific straining workshops besides following quality international criteria when they design and develop e-courses.
Indonesian EFL Teachers’ Application of Tpack in in-Service Education Teaching Practices (Published)
This study examines how TPACK-oriented teaching practice course benefits Indonesian EFL teachers in improving the quality of their EFL instructional designs and teaching practices. It involved 20 secondary school teachers from various areas in the province of East Java. They were taking the Teaching Practice course as part of their education for a master’s degree in ELT at Universitas Negeri Malang, one of the leading universities in Indonesia. The teachers attended 16-session course in which they were introduced to TPACK framework and were assigned to make instructional designs based on TPACK framework. Moreover, they were asked to teach their colleagues (peer teachers) by using the TPACK-oriented instructional designs. At the end of the course the teachers were given a questionnaire asking the benefit of the TPACK-oriented teaching practice course in improving the quality of their EFL instructional designs and their EFL teaching practices. The result of the study showed that the teachers benefited a lot from the TPACK-oriented teaching practice course and they have successfully prepared instructional designs and performed the teaching practices by applying TPACK framework.