Beyond learning by videoconference. Findings from a capacity-building study of Kosovan teachers in the post-Covid-19 era.

Autor/inn/en	Uka, Antigona; Morina, Marigona; Kowch, Eugene G.
Titel	Beyond learning by videoconference. Findings from a capacity-building study of Kosovan teachers in the post-Covid-19 era. Paralleltitel: Iti dlje od ucenja prek videokonference: ugotovitve studije o krepitvi zmoznosti kosovskih uciteljev v obdobju po epidemiji covida-19.
Quelle	In: CEPS journal, 15 (2025) 1, S. 175-199Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35098 10.26529/cepsj.1715
URN	urn:nbn:de:0111-pedocs-350982
Schlagwörter	Einstellung (Psychologie); Digitale Medien; Lehrer; Lehrerbildung; Programm; Unterricht; Digitalisierung; Technologie; Empirische Untersuchung; Berufsentwicklung; Innovation; Online; Kosovo
Abstract	During the Covid-19 pandemic, teachers were exposed to technology-enhanced learning as an emergency measure, yet despite decades of advancement in educational technology, the online learning experiences lacked deliberate design. Recent research highlights a gap concerning the design elements of online professional development and teachers' needs for professional development in online education. Through this Design-Based Research, the authors therefore sought to offer an intervention in the form of a professional development programme built on the specific needs of teachers. In the present study, the authors report on the findings from this two-cycle, five-phase online professional development, taken by 90 practising high school teachers across Kosova. The study sheds light on teachers' experiences and attitudes, as well as their readiness to take hands-on approaches to integrate, when available, complex technologies while leveraging the power of instructional design concepts in the post-Covid-19 era. The evidence indicates that, in order to develop effective teaching capacity in this environment, online professional development programmes must go beyond simple off-the-shelf technology (i.e., videoconferencing) applications. Similarly, the data shows that the inclusion of prior needs assessment in online and blended teacher development instruction positively impacts the development of teachers' attitudes towards online education. The present paper provides specific recommendations for any innovative education system leader, teacher or scholar hoping to leverage new online learning knowledge to strengthen teacher practice. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3