Opportunities and Challenges Faced by Private Higher Education Institution Using the TPACK Model in Malaysia

In this research study will examines the opportunities and challenges faced by one of the private higher education institution group in Malaysia that implementing the Technological, Pedagogical, and Content Knowledge (TPACK) model in their teaching and learning processes. This private higher education institution group (case study) has branches of college across Malaysia such as Penang, Seremban, Pahang, Kuala Lumpur, Sabah and Sarawak states. In this institution group supported their staff with hardware, software and as well as the online teaching and learning or pedagogical skills training program. The online teaching and learning training modules mainly concentrated in two areas which are pedagogical area and integrate Information and Communication Technology (ICT) in educational (technology) area. The online teaching and teaming training modules that categorized in the pedagogical area consist of knowledge regarding the teaching and teaming theories such as active learning approach, problem solving approach, collaboration approach and etc. Meanwhile, the technological area will include how to make use of modem technology such as social network feature, Internet, software in teaching and learning environment. The technology used as a tool to help the academic staff to deliver more effective inside and outside the classroom settings. The institution group management has the vision to use the combination of technology knowledge, pedagogical knowledge and content knowledge to enhance students' learning capability in private higher education level. The ultimate goal of this research study is to make use of TPACK model or framework will beneficial the academic staff in the educational development process. The questionnaire survey designs based on the TPACK model specifications, used to identify the aspects of technology knowledge, pedagogical knowledge and the content knowledge of the respondents of the research. Based on the TPACK model, this study sees the sights of these interrelated questions: to what extent that the modem technologies have been utilized by the education group based on the TPACK model? What are the potential challenges faced by the academic staff in teaching and learning in ICT based? What are the opportunities that academic staff beneficial from the TPACK model? Is there any significant difference between the engineering (technology) and non engineering (non-technology) subjects' academic staff applying ICT in their teaching and learning processes? (C) 2013 The Authors. Published by Elsevier Ltd.