ISSN: 2222-6990
Open access
University lecturers’ perceptions of the importance and relevance of instructional technology competencies, as well as factors that contribute to instructional technology competencies required to enhance knowledge and delivery skills of university lecturers are examined in this study. A framework model is presented with the aim of revising and further developing curriculum competencies in tertiary education based on reviews on the philosophies and learning theories from past studies. In this regard, particular attention would be directed towards the Analysis, Design, Develop, Implement, Evaluate (ADDIE) instructional design model. It is proposed that by extending the ADDIE instructional design model to include three learning theories, namely the Behaviourist, Cognitive, and Constructivist theories, a suitable training programme for lecturers can be developed after taking into account their perceptions of instructional technology competencies. Students in institutions of higher learning would certainly benefit from lecturers who are able not only to design curriculums that are relevant to the demands of the marketplace, but, are also able to ensure that their delivery is effective and meets the needs of their students.
Ang, M. C. H. (2015). Graduate Employability Awareness: A Gendered Perspective. Social and
Behavioral Sciences, 211, 192 – 198. doi:10.1016/j.sbspro.2015.11.083
Anwar, Z. (2017). Graduates in six disciplines find it tough to get a job immediately.
New Straits Times. Retrieved from
https://www.nst.com.my/news/nation/2017/08/269010/graduates-six-disciplines-find-it-tough-get-job-immediately
Almomen, R. K., Kaufman, D., Alotaibi, H., & Al-rowais, N. A. (2016). Applying the ADDIE
Analysis, Design, Development, Implementation and Evaluation — Instructional Design
Model to Continuing Professional Development for Primary Care Physicians in Saudi
Arabia. International Journal of Clinical Medicine, 7, 538–546.
Azwin, A. A. R., Yazi, N. K., Mohammad, M. A. A., Mohd Shafeirul, Z. A. M., Supyan, H., &
Mohamed, A. E. (2014). Development of Self-Access Internet Based English Module
to Support Student Centred Learning (SCL) of Engineering Education. Asian Social
Science, 10 (7), 153-162. doi: 10.5539/ass.v10n7p153
Azwin, A. A. (2006). Development and evaluation of a multimedia interactive CD: Public
speaking interactive media (Unpublished master's thesis). Universiti Kebangsaan
Malaysia, Malaysia.
Bada, S. D. (2015). Constructivism Learning Theory: A Paradigm for Teaching and learning.
Journal of Research & Method in Education, 5(6), 66-70. doi: 10.9790/7388-05616670
Bajbouj, M., Alwi, N. H. M., & Shah, N. F. M. (2015). A systematic development Of
instructional design for programming languages: A constructivist based instructional
design approach. IEEE 2015 International Conference on Computer, Communication, and
Control Technology (I4CT 2015), April 21 – 23. Sarawak, Malaysia.
Ball, D. M., & Levy, Y. (2008). Emerging Educational Technology: Assessing the Facts that
Influence Instructors’ Acceptance in Information Systems and Other Classrooms. Journal
of Information Systems Technology, 19(4), 431-443. Retrieved from
http://eric.ed.gov/?id=EJ831408
Barbour, M. K., Siko, J., Gross, E., & Waddell, K. (2013). Virtually unprepared: Examining the
preparation of K-12 online teachers. In R. Hartshorne, T. L. Heafner, & T. M. Petty,
(Eds.), Teacher education programs and online learning tools: Innovations in teacher
preparation (pp. 120-143). Hershey, PA: IGI Global.
Ben-Ari, M. (1998). Constructivism in Computer Science Education. ACM SIGCSE Bulletin, 20(1),
258-261. doi: 10.1145/274790.274308
Bereiter, C. (1994). Constructivism, Socioculturalism, and Popper's World 3. Educational
Researcher, 23 (7), 21-23. doi: 10.3102/0013189X023007021
Blayney, P., Kalyuga, S., & Sweller, J. (2015). Using Cognitive Load Theory to Tailor
Instruction to Levels of Accounting Students’ Expertise. Educational Technology & Society,
18 (4), 199–210. Retrieved from http://www.ifets.info/journals/18_4/16.pdf
Bloom, B. (1968). Learning for Mastery. Los Angeles: The Center for the Study of
Evaluation of Instructional Programs, University of California.
Bloom, B. S. (1984). Taxonomy of Educational Objectives. Boston, MA: Pearson Education.
Campbell, K., & Varnhagen, S. (2002). When Faculty Use Instructional Technologies: Using
Clark's Delivery Model to Understand Gender Differences. The Canadian Journal of
Higher Education, XXXII (1), 31-56. Retrieved from
http://journals.sfu.ca/cjhe/index.php/cjhe/article/viewFile/183402/183356
Chaudry, M., & Rahman, F. (2010). A Critical Review of Instructional Design Process of
Distance Learning System. Turkish Online Journal of Distance Education, 11(3), 193-205.
Retrieved from https://tojde.anadolu.edu.tr/tojde39/articles/article_11.htm.
Cheung, L. (2016). Using the ADDIE model of Instruction
In-Text Citation: (Lam, Hassan, Sulaiman, & Kamarudin, 2018)
To Cite this Article: Lam, K. W., Hassan, A., Sulaiman, T., & Kamarudin, N. (2018). Instructional Technology Competencies as Perceived by University Lecturers in Malaysia. International Journal of Academic Research in Business and Social Sciences, 8(3), 420–436.
Copyright: © 2018 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode