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

Laila Mohebi, Fatima AlMohsen, Alanood Alshamsi
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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.
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针对COVID-19重新调整在线教师培训模块:对巴基斯坦职前和在职教师在线培训模块的评估
本文旨在对巴基斯坦职前和在职教师的在线培训模块进行批判性评估。这项研究的目的是对导致对培训模块满意和不满意的各个方面进行彻底的检查。这种评估对于促进同步和异步在线模式的适应至关重要,这些模式在2019冠状病毒病大流行封锁后的几年里在教育中留下了永久的印记。共有30名注册了在线培训模块的教育工作者被选为研究的参与者,其中开放式在线问卷调查被用作数据收集的主要方法。本研究采用了Braun和Clarke的方法,包括六步主题分析过程。调查结果显示,对于采用培训模块,人们既有满意的感觉,也有不满意的感觉。满意度背后的动机源于几个因素,包括内容结构的针对性,适应性,对媒体的熟练利用以及坚定的态度。相反,他们的不满是由于在解决他们认为与21世纪教师相关的问题方面的内容不足。该研究强调了在线教学内容设计的关键作用,强调了创建可访问的、引人入胜的、灵活的、与智能手机等标准设备兼容的模块的必要性。该研究提出了在线模块的不断调整,以满足21世纪学习者的要求。这是因为在线模块在培训职前和在职教师方面具有很大的潜力。
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来源期刊
CiteScore
3.30
自引率
0.00%
发文量
32
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