Abstract
Teaching and learning in online environments gained much traction in the past few years due to the COVID-19 school lockdowns. Arising from this context is the need for online teacher professional development (Online TPD) opportunities specifically designed and developed to assist teachers to use appropriate learning strategies and technology tools in online classrooms. This research study evaluates the experiences of in-service teachers who participated in an Online ICT TPD opportunity. It uses a qualitative research approach to determine which learning design principles should be included in an effective Online ICT TPD intervention. A total of eight learning design principles linked to curriculum alignment, active learning, collaboration, modelling as effective practice, sufficient guidance, opportunities for reflection and sustained duration emerged from the study. The research study finds sufficient evidence to suggest the incorporation of these eight learning design principles into current and future Online ICT TPD for in-service teachers to ensure their effectiveness.
Keywords: teacher professional development, Online ICT TPD, in-service teachers, technology, learning design principles.