Investigation of Hospitality and Business School English Instructors' TPACK in the Online Learning Contex

Abstract

The rapid growth of technology affects every aspect of our life,
including education, and its use has become an essential part of the
instructional process. This study aimed to investigate how TPACK is
developed and applied throughout the instructional process of 12
English instructors in a Hospitality and Business School in Bali and
what challenges are faced in integrating technology into their online
learning context. Using a mixed-methods research design, the study
utilized two instruments: a survey and an open-ended interview. Prior
to data collection, instruments were evidenced to be valid and reliable
(α=.98). The result shows that the TPACK of English teachers at the
Hospitality and Business School was categorized as "good". This
means that the instructors have developed and applied their TPACK
competency well in all domains including TK, CK, PK, PCK, TCK,
TPK, TPACK with the mean 4.4. The interview revealed three main
challenges in integrating technology into their class: individual
psychology, technical issues, and students' technology literacy.
Policymakers should consider preparing instructors' TPACK in the
vocational context be ready to cope with the limitations of an online
learning environment with professional development activitie