Analysis of the Impact of an E-Learning Training Program for Kindergarten and Primary School Teachers. Perceptions and Suggestions for Optimization

Georgeta Diac, Versavia Curelaru, Andrei Marian

Designing a continuing education program in e-learning system requires both pedagogical, and some organizational, logistical, technical and technological demands. Given the complexity of designing e-learning activities and the need to adapt it to the characteristics of the learners, we consider that any e-learning training experience is an opportunity to analyze the effectiveness of this model.
The study herein aims to reveal the impact of an e-learning training program on a group of 159 Romanian teachers from kindergarten and primary school. We inferred, based on collected opinions, ways to optimize the continuing education programs of this type.
To achieve these goals, a questionnaire was applied to teachers who participated in an e-learning program on ICT. Several aspects of the program were evaluated by subjects on a 6 points scale. One of the items asked the learners free answers on the possibilities to optimize the e-learning training programs.
The analysis of the results indicates predominantly positive views of teachers with respect to the conduct of the e-learning program. However, beyond the benefits of online learning, teachers stated that they felt the need to communicate face to face with the tutors, at least once during the training. They also pointed out that it was important for the content to be clear, accessible, with more instructional information, and to avoid the tendency to theorize.
Based on the teachers’ perceptions about their online training experience, we observed two directions that should be kept in mind to improve e-learning programs: the design of learning content according to the e-learning principles and the diversification of communication networks. 

e-learning, teacher continuing education, teachers’ perceptions, improvement of teacher training

GEORGETA DIAC – PhD, Lecturer, Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University of Iasi, Romania; e-mail: getad@uaic.ro
VERSAVIA CURELARU – PhD, Lecturer, Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University of Iasi, Romania; e-mail: versavia.curelaru@uaic.ro
ANDREI MARIAN – PhD, Lecturer, Faculty of Psychology and Education Sciences, Alexandru Ioan Cuza University of Iasi, Romania; e-mail: andrei.marian@uaic.ro

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