Navigating the Digital Learning Landscape: Unveiling the holistic Power of Learning Management System to revolutionize user experience

Abstract

Collaborative learning tools are found to have high pedagogical innovativeness and engagements of students (Jonassen, 1999). However, little is known about the perception of such tools among the teachers, particularly in the case of the private higher education institutions (HEIs) in Pakistan. The qualitative study is a research on the perceptions of teacher educators toward their use of collaborative learning technologies (e.g. online discussion forums, group projects, digital platforms) in a private Pakistani HEI (Akram et al., 2021). The study follows the Technological Pedagogical Content Knowledge (TPACK) model (Mishra and Koehler, 2006) in exploring how teachers perceive the integration of such tools and the resulting implications on teaching and the interaction with the students. The interviews with semi-structured questions were performed with 25 teacher educators, and the results provide the information that demonstrates the rather positive attitude towards these tools. Faculty indicated that the technologies make student participation, critical thought, and communication as well as digital literacy easier. However, barriers including the lack of technological infrastructure, change behavior, and professional development are limiting its adoption (Asad et al., 2020). The current research gives a subtle, situational explanation of the obstacles and facilitators linked to collaborative learning tool adoption in developing higher education institutions of the countries. The results produce practical suggestions to instructors and policymakers interested in supporting successful integration in similar environments, thus adding to the current discussion on the use of technology in pedagogy and shaping possible uses of AI and XR.