Systemic Vulnerabilities in Online Education: Diagnosing and Meeting K–12 Teacher Preparation Needs
DOI:
https://doi.org/10.19173/irrodl.v27i3.9109Keywords:
online education, teacher training, curriculum development, K-12Abstract
This mixed-methods study developed and evaluated a comprehensive 5-week asynchronous in-service training program to enhance K–12 teachers’ online education competencies across pedagogical, social, managerial, and technical domains. Following needs assessment, 21 teachers in Türkiye participated using the Canvas learning management system (LMS). The competency-based program emphasized authentic learning experiences, requiring participants to design online lesson plans, use Web 2.0 tools, and implement the LMS in classroom contexts. Data collection employed triangulated methods including learning analytics and products, pre-/post-test assessments, and semi-structured interviews. Results demonstrated significant improvement in post-test scores (p < .05) and high engagement through practical activities. Learning analytics revealed varied engagement patterns, with participants completing authentic assignments. Qualitative findings highlighted gains in content development, instructional design skills, and digital competence. The study demonstrates that teachers require experiential learning as online students before becoming effective online instructors, emphasizing the necessity of systematic, needs-oriented training programs integrating theory with hands-on practice for comprehensive pedagogical transformation.
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