Twentieth International Conference on Technology, Knowledge, and Society

Abstract

This comparative study sought to gain insights from the preservice and in-service teachers undergoing training using an online training module. Using a qualitative enquiry, the study explored perceptions from preservice and in-service teachers on the training module focusing on factors contributing to satisfaction with the online training module. The qualitative approach was meant to allow an in-depth exploration of the student teachers’ perceptions, attitudes and experiences that drives the accelerated interest and satisfaction with online training modules. The results therefrom, were meant to assist in the general improvement of the module in terms of content, interest and uptake among teachers doing in-service and pre-service training. A case of Ghana was used. Thirty participants were drawn from the in-service and preservice students at bachelors level. The participants responded to probing questions and were also allowed to give additional comments. Collected data was thematically analysed. Findings reveal that the uptake and satisfaction with the module was driven by needs and goal attainment, easy access, flexibility in terms of learning schedules and the media used in teaching the module. Positive perceptions were also formed by the environment following the COVID-19 pandemic.