An Analytical Study of the Evolution of Online Learning in Teacher Education: Opportunities, Challenges, and Future Directions

Abstract

This study explored online learning in teacher education regarding the use of technology and its access, equity and ethical issues during the COVID-19 disruption to teacher training within higher education, and how it has evolved. This qualitative study was underpinned by connectivism theory. Data was collected through interviews and questionnaire surveys involving ten educators and seven preservice teachers from various higher education institutions in England and Wales. The data was analyzed following thematic analysis. The themes generated included integrating a hybrid mode of teaching, redesign and restructure of the curriculum; resilience and adaptability; career progression; promoting innovation and digital literacy; digital inequality and gap in technology access; and the ethical issues regarding AI use. Evidence from the study shows that the digital divide resulting in inequalities in knowledge and skills in online learning and technology persists among institutions and teachers. It identified factors that need to be considered for effective online learning, such as carrying out needs analysis to identify the strengths and weaknesses of preservice teachers in technology and AI use, understanding their interests and adopting a culturally responsive and intentional design of the curriculum with relevant activities and authentic assessments.