EXPLORING DIGITAL PLATFORMS IN COLLABORATIVE LEARNING AND COMMUNICATION DEVELOPMENT AMONG ACADEMICS IN MALAYSIAN PUBLIC UNIVERSITIES

Abstract

Purpose: This study investigates how academics in Malaysian public universities employ digital platforms to enhance collaborative teaching practices and communication competencies. Theoretically, the research aims to move the discourse beyond basic digital literacy to "strategic communicative competence," shifting the focus from technical proficiency to strategic medium selection.

Design/Methodology/Approach: Adopting a qualitative interpretivist approach, the study utilized semi-structured interviews with 12 academics selected through purposive sampling from leading Malaysian Institutions. The research design was grounded in two theoretical frameworks: Technological Pedagogical Content Knowledge (TPACK) and Media Synchronicity Theory (MST). Thematic analysis was employed using a hybrid coding approach to identify patterns regarding technology adoption and communication dynamics.

Findings: The findings reveal a "stratified digital ecosystem" where educators blend mandated institutional Learning Management Systems (e.g., Moodle) with productivity suites (e.g., Google Workspace) and interactive tools (e.g., Padlet). The study identifies that successful integration depends on "strategic synchronicity alignment," where academics match media capabilities to pedagogical goals. Furthermore, digital platforms serve as a "safe harbor" that democratizes participation for introverted students and facilitates borderless communication by integrating global experts into the virtual classroom.

Originality: This research contributes to the field by applying Media Synchronicity Theory (MST) to the educational context, providing a vocabulary for academics to understand why certain collaborations succeed or fail based on the match between tool speed and task depth. It distinguishes itself by defining the specific "stratified digital ecosystem" utilized in Malaysian public universities and linking platform usage directly to the development of professional soft skills like text-based precision and "netiquette".

Practical and Social Implications: Institutions should adopt "blended ecosystems" that prioritize pedagogical purpose over technical instruction, ensuring technology serves as a strategic tool rather than a superficial addition. This approach democratizes learning by reducing social anxiety for introverted students while fostering the intercultural networking skills essential for the 21st-century workforce.