A single case study of successful K-12 online trainers in Saipan
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2024
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In K-12 schools, teacher training is one strategy for recruiting and maintaining teachers. Although teacher training has existed for many years, one consistent problem is that access to training is not necessarily synonymous with its efficacy. Thus, designing, implementing, and evaluating effective training would better support recruiting new teachers and maintaining established ones. As a Pacific heritage researcher studying educators in Saipan, the purpose of this single case study was to understand post COVID-19 K-12 online training by defining factors of successful training and understanding online trainers’ background, experiences, and design processes. The single case study blended Brinkerhoff’s Success Case Method with elements of Indigenous Research Methodologies to guide respectful research that: was success focused; respected and built relationships with participants who, as experts, defined successful online training in their context; demonstrated reciprocity and respect by thanking participants for their time and expertise; and shared a summary of findings and a conclusions report with participants. An inductive analysis of online coordinator data (survey, interview transcripts, and artifacts) posited factors of successful online training. The inductive analysis of online trainer data (interview transcripts and artifacts) provided a deeper understanding of who these trainers were (background and experiences) and the processes they used to design successful online training. The overall findings revealed an interdependent, symbiotic relationship among online coordinators and online trainers, as each played vital roles in the success of online training. A surprising finding was that an Instructional Technology Coach was responsible for designing online training courses which increased the efficacy of training. The findings suggested that course design processes aligned with elements of the ASSURE instructional design model and the EdTech program course content included intersections of the three knowledge types highlighted by the Technological, Pedagogical, and Content Knowledge Framework (TPACK). The data analysis posited six themes that contributed to successful online training in this post COVID-19 K-12 Saipan school district: (a) course design, (b) trainer competencies, (c) symbiotic relationships, (d) context specific, (e) financial support, and (f) teacher certification. The implications of this study suggest that the Instructional Technology Coach played a critical role in the online training design process and providing training for online trainers. Additionally, the online training team members were born, raised, lived, and worked in this community. These local trainers were connected and invested in the school community and larger community, knowledgeable of the context’s needs, strengths, and Mariana (Chamorro and Carolinian) cultural values. Overall, the findings suggested that online training was an iterative instructional design-based process guided by an Instructional Technology Coach, implemented by skilled local online trainers for educators in their own context, with support and funding from stakeholders. This study introduced a Trainer Success Model based on the Pacific coconut frond basket imagery and metaphor. Future research could investigate instructional design processes, the Pacific based Trainer Success Model, training modules, instructional materials, different K-12 contexts, or investigate using a different study methodology or data analysis strategies.
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Educational technology, Instructional design, Teacher education, ASSURE instructional design model, Indigenous Research Methodology, K-12 online training, Success Case Method, TPACK Framework, Trainer Competency Model
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253 pages
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