Digital Pedagogical Competence of Lecturers and Its Impact on the Quality of Online Learning

Abstract

This study aims to analyze the role of lecturers’ digital pedagogical competence in enhancing the quality of online learning in higher education. The study employs a qualitative method with a case study design, chosen for its ability to explore in depth the experiences, perceptions, and digital pedagogical practices of lecturers, as well as students’ learning experiences within the context of online learning. This approach is considered relevant for understanding the phenomenon in a contextual and holistic manner, which cannot be fully explained through quantitative data. The study was conducted at Yogyakarta State University, a higher education institution that has systematically implemented online learning. The research informants consisted of 12 participants, including 5 lecturers and 7 students, who were purposively selected based on their active involvement in online learning and their reflective capacity to provide in-depth information. Data were collected through in-depth interviews and analysis of online learning documents, while data analysis employed thematic analysis techniques. The findings indicate that lecturers’ digital pedagogical competence plays an important role in improving the quality of academic interaction, the clarity of instructional design, and students’ learning satisfaction. This study recommends strengthening lecturers’ professional development programs that focus on digital pedagogy grounded in reflective and contextual practices.