Teachers' satisfaction with in-service online training from the viewpoint of pedagogic usability

Abstract

In educational settings, usability is fundamental as regards attaining training with greater security. In this respect, pedagogic usability refers to satisfaction with the design, navigability and contents of a virtual platform, and was attained via an assessment. The 152 teachers who took part in a training course offered by a Peruvian university were, therefore, evaluated by means of a combined design methodology consisting of a survey and interviews, and the participants expressed a high level of satisfaction with the usability of the online resources provided. One aspect that came to light after this experience had taken place was the importance of considering the participants’ characteristics and motivations when planning this type of training in order to make in-service training possible in these spheres as a means to allow teachers to transfer that training to their pedagogic practice. The satisfactory assessment of the training received online indicates that the participants were not only able to adapt the resources to their needs in an appropriate manner, but that they also acquired higher levels of maturity as regards dominating digital competences and, in synthesis, a constructive interaction with their pedagogic practice.

Keywords

• Teachers who have received a higher education
• pedagogic practice
• pedagogic usability
• academic resources
• training in services.