Abstract
Several studies have been conducted to determine the effectiveness of online learning, including the effectiveness of online learning for professional development. As there is no definitive preference to online learning over face-to-face learning, this study aimed to determine the influence the COVID-19 pandemic has had on professional development. All learning during the pandemic was delivered online to ensure social distancing protocols were met. The aim of this study led the researcher to attempt to answer the following research questions:
• What challenges did learners face during online professional development programmes?
• What were learners’ attitudes towards and perceptions of acquiring knowledge and skills online?
• How effective are online professional development programmes?
Understanding the data derived from these questions, one can develop future online programmes that are aligned to the expectations of learners. The research questions were based on the community of inquiry model for online learning and considered social, teaching, and cognitive experiences.
This study is based on qualitative data gathered via two online instruments. The learners that formed part of this study were targeted specifically as they had attended online learning programmes during the COVID-19 pandemic. The data was analysed using triangulation, ensuring that the data is credible, trustworthy, transferable, and valid.
The study’s key findings are that learners were comfortable learning online and the challenges were minimal. Learners could easily navigate the tools, such as laptops and mobile phones, as well as the software required to attend online learning programmes. The one area that learners found gaps in learning online was the skills of facilitators to conduct online learning programmes. Learners believed that facilitators lacked skills in areas such as keeping the group engaged, collaboration, overcoming obstacles and understanding that an online learning session is different from a face-to-face learning session.
These findings demonstrates that online e-learning has been elevated to a point where it is as effective as physical classroom learning. Organisations have an opportunity to
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implement more online learning programmes, thereby saving the time and costs associated with physical in classroom learning. This study also highlighted that there is an opportunity for further research because developing professionally during the COVID-19 pandemic was new to everyone. Future research could include in-depth studies into the design of online learning programmes and how they have evolved since the onset of the COVID-19 pandemic.