Realigning online teacher training modules to COVID-19: An evaluation of the online training module among pre-service and in-service teachers in Pakistan

Document Type

Article

Source of Publication

Journal of Education and e-Learning Research

Publication Date

1-1-2023

Abstract

This paper aims to have a critical evaluation of an online training module among pre-service and in-service teachers in Pakistan. The aim of this study was to provide a thorough examination of the various aspects that contribute to both satisfaction and dissatisfaction with the training module. This evaluation is critical in the process of facilitating the accommodation of the synchronous and asynchronous online models that have established a permanent mark in education years after the COVID-19 pandemic lockdowns. A total of thirty educators who registered for the online training module were selected as participants for the study, in which open-ended online questionnaires were employed as the primary method of data collection. This research employed Braun and Clarke's technique, which involves a six-step theme analysis process. The results revealed the mixed feelings of satisfaction and dissatisfaction with adopting training modules. The motivation behind satisfaction stemmed from several factors, including the pertinence of content structure, adaptability, proficient utilization of media, and a determined attitude. Conversely, dissatisfaction was driven by the inadequacy of the content in addressing issues they thought were pertinent for teachers in the 21st century. The study underlined the crucial role of content design in online instruction, highlighting the need for robust planning to create accessible, engaging, and flexible modules compatible with standard devices like smartphones. The study proposes the ongoing adjustment of online modules to cater to the requirements of learners in the 21st century. This is because online modules have great potential for establishing a permanent position in the training of pre-service and in-service teachers.

ISSN

2518-0169

Publisher

Asian Educational Journal Publishing Group

Volume

10

Issue

4

First Page

702

Last Page

710

Disciplines

Education

Keywords

In-service teachers, Online training, Pakistan, Pre-service teachers, Professional development, Qualitative analysis

Scopus ID

85177483064

Indexed in Scopus

yes

Open Access

yes

Open Access Type

Bronze: This publication is openly available on the publisher’s website but without an open license

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