A case study of the Kamehameha Schools online instructor training institute: preparing teachers to become distance learning instructors seven to ten years later

Abstract

With the continued growth of K-12 online learning, there is a need to train online instructors and understand professional development experiences that impact their success in teaching in K-12 blended and online environments. The purpose of this mixed-method case study was to gain insights on the long term impacts of the Kamehameha Schools Online Instructor Training Institute (OITI), seven to ten years later, of four teachers who became online instructors. Qualitative and quantitative methods were applied to take an in-depth look at how these teachers continued to integrate technology into their instruction, implemented distance learning instructional strategies, their perceived impact on students, and their perceived impact of their OITI experience. The findings of the study indicated teachers consistently applied their knowledge gained through integration of technology in their classrooms and implementing distance learning instructional strategies when teaching online. The OITI also impacted teachers' perceptions and attitudes towards online learning positively, including recognition of their impact on students. The insights gained from this study resulted in recommendations for future trainings of K-12 online instructors and ideas for future research such as the need to personalize training for online instructors, learn more about professional learning communities, and conduct additional case studies relevant to training online instructors.