Online Professional Development for Technology-Enhanced Education: A Learning Management System-Based Online Professional Development Initiative in the Maldives
Keywords:
UTAUT; ADDIE; small island developing states (SIDS); LMS-based learning; technology acceptance; instructor developmentAbstract
This study addresses a documented gap in higher education professional development in the Maldives; the limited availability of context-specific, pedagogically focused online professional development (OPD) that supports university instructors’ meaningful use of learning management system (LMS) beyond basic technical training. Although LMS platforms are widely adopted, instructors’ pedagogical integration remains inconsistent, particularly in geographically dispersed small island developing states (SIDS) contexts. The primary objective of this study was to design, implement, and evaluate a self-paced, LMS-based (Moodle), online professional development E-module to enhance instructors’ pedagogical use of Moodle. The E-module was developed using the Analysis, Design, Development, Implementation, Evaluation (ADDIE) model, constructivist learning and the Community of Inquiry (CoI) framework, and evaluated with the Unified Theory of Acceptance and Use of Technology (UTAUT). A mixed-methods design combined a needs analysis (N = 43), development records, usage evidence, a UTAUT survey of instructors who completed the E-module, and instructor interviews. A total of 73 instructors enrolled in the OPD module; 61 instructors enrolled in the module and 59 completed the E-module and the UTAUT survey. The study provides robust evidence that a contexxtualised, design driven OPD model can effectively support scalable professional development and sustained LMS adoption in dispersed higher education contexts. While limited by its single-context focus and reliance on self-reported data, the study offers transferable design guidelines and highlights the need for future research examining long-term instructional and student learning impacts.
https://doi.org/10.26803/ijlter.25.5.27
References
Abuhassna, H., Adnan, M., & Awae, F. (2024). Exploring the synergy between instructional design models and learning theories: A systematic literature review. Contemporary Educational Technology, 16(2), Article ep499. https://doi.org/10.30935/cedtech/14289
Adam, A. (2017). A framework for seeking the connections between technology, pedagogy, and culture: A study in the Maldives. Journal of Open, Flexible and Distance Learning, 21(1), 35–51. https://doi.org/10.61468/jofdl.v21i1.280
Ali, R. (2025). How challenging? Barriers for teachers in institutional implementation of blended learning. Open Learning: The Journal of Open and Distance Learning, 40(3), 324–341. https://doi.org/10.1080/02680513.2024.2342922
Bayaga, A., & du Plessis, A. (2024). Ramifications of UTAUT among higher education staff in developing countries. Education and Information Technologies, 29, 9689–9714. https://doi.org/10.1007/s10639-023-12194-6
Biasutti, M., Concina, E., Frate, S., & Delen, I. (2021). Teacher professional development in intercultural education. Sustainability, 13(8), 4171. https://doi.org/10.3390/su13084171
Bitakou, E., Ntaliani, M., Demestichas, K., & Costopoulou, C. (2023). Assessing Massive Open Online Courses for Developing Digital Competences among Higher Education Teachers. Education Sciences, 13(9), 900. https://doi.org/10.3390/educsci13090900
Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, 166, 104158. https://doi.org/10.1016/j.compedu.2021.104158
Castellanos?Reyes, D. (2020). Twenty years of the Community of Inquiry framework. TechTrends, 64, 557–560. https://doi.org/10.1007/s11528-020-00491-7
Chaharbashloo, H., Talebzadeh, H., Largani, M. H., & Amirian, S. (2024). Online teaching competencies in higher education: A systematic review. Research and Practice in Technology Enhanced Learning, 19. https://doi.org/10.58459/rptel.2024.19014
Chen, M., Xuan, W., Wang, J., Zuo, C., Tian, J., & Cui, Y. (2021). Factors affecting continuance intention for online learning platforms. SN Computer Science, 2(2). https://doi.org/10.1007/s42979-021-00498-8
Di?p, C., & Duong, O. (2023). Proposing a process for training online teaching competence for lecturers at higher education institutions. Journal of Education and e-Learning Research, 10(3), 502–512. https://doi.org/10.20448/jeelr.v10i3.4893
Fahruddin, F., & Saefudin, A. (2025). Primary sources in online history learning: Enhancing engagement and retention. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2452087
Garone, Anja & Bruggeman, Bram & Philipsen, Brent & Pynoo, Bram & Tondeur, Jo & Struyven, Katrien. (2022). Evaluating professional development for blended learning in higher education: a synthesis of qualitative evidence. Education and Information Technologies. 27(6) 7599-7628. https://doi.org/10.1007/s10639-022-10928-6
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education, 2, 87-105. http://doi.org/10.1016/S1096-7516(00)00016-6
Godsk, M., & Nielsen, B. (2024). Online teacher professional development (oTPD) for digital competencies in higher education: A systematic review of the literature. Nordic Journal of Systematic Reviews in Education, 2, 16–57. https://doi.org/10.23865/njsre.v2.5498
Gregory, J., & Salmon, G. (2013). Professional development for online university teaching. Distance Education, 34(3), 256–270. https://doi.org/10.1080/01587919.2013.835771
Hostetter, S.T. (2022). Developing a Quality Assurance Approach for an Online Professional Military Education Institution. The Journal of Applied Instructional Design, 11(2), 51-65. https://doi.org/10.59668/377.8134
Jianey, F., & Govender, I. (2021). Factors influencing secondary school teachers’ beliefs and intention to accept online professional development: An empirical study in Mauritius. Universal Journal of Educational Research, 9, 880–890. https://doi.org/10.13189/ujer.2021.090422
Kinaanath, M. (2013). ICT use in higher education in the Maldives (Doctoral dissertation, Victoria University of Wellington). https://doi.org/10.26686/wgtn.17005597
Korkmaz, Z. S., & Bilgin, H. (2023). Developing the Digital Competencies of Instructors in the Process of Distance Education. Research on Education and Psychology, 7(Special Issue 2), 384-412. https://doi.org/10.54535/rep.1357889
Lazarinis, F., Panagiotakopoulos, T., Armakolas, S., Vonitsanos, G., Iatrellis, O. and Kameas, A. (2025), A Blended Learning Course to Support Innovative Online Teaching in Higher Education. Eur J Educ, 60: e12820. https://doi.org/10.1111/ejed.12820
Leary, H., Dopp, C., Turley, C., Cheney, M., Simmons, Z., Graham, C. R., & Hatch, R. (2020). Professional development for online teaching: A literature review. Online Learning, 24(4). https://doi.org/10.24059/olj.v24i4.2198
Martin, F., Wu, T., Wan, L., & Xie, K. (2022). Meta?analysis of the Community of Inquiry presences. Online Learning, 26(1). https://doi.org/10.24059/olj.v26i1.2604
Mesuwini, J., & Mokoena, S. (2024). Exploring online teaching and learning challenges for the technical and vocational education and training lecturer. Journal of Education and e-Learning Research, 11(1), 193–202. https://doi.org/10.20448/jeelr.v11i1.5423
Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
Miah, M., Singh, J., & Rahman, M. (2023). Factors influencing technology adoption in online learning among private university students in Bangladesh post-COVID-19 pandemic. Sustainability, 15(4), 3543. https://doi.org/10.3390/su15043543
Mujallid, A. (2021). Instructors’ readiness for online teaching in higher education. International Journal of Learning, Teaching and Educational Research, 20(7). https://doi.org/10.26803/ijlter.20.7.8
Muñoz González, L., & Quiroz, G. (2019). Instructional design in online education: A systemic approach. European Journal of Education, 2(3), 64–73. https://doi.org/10.26417/ejed.v2i3.p64-73
Nair, B. K. R., Bleasel, J., Mwangi, F., & Malau-Aduli, B. S. (2025). Reimagining faculty development: A paradigm shift from content to transformative learning processes. Medical teacher, 47(6), 976–984. https://doi.org/10.1080/0142159X.2024.2390035
Özkan, A., Çevik, ?., Saylan, E., & Çak?ro?lu, Ü. (2025). Trends in instructional design for online learning. International Review of Research in Open and Distributed Learning, 26(3), 126–148. https://doi.org/10.19173/irrodl.v26i3.8507
Prestridge, S., & Tondeur, J. (2015). Exploring elements that support teachers’ engagement in online professional development. Education Sciences, 5(3), 199–219. https://doi.org/10.3390/educsci5030199
Pozo?Sánchez, S., Segura?Robles, A., Moreno?Guerrero, A. J., & López?Belmonte, J. (2022). Benefits of LMS?based flipped learning. Revista Electrónica de Investigación Educativa, 24. https://doi.org/10.24320/REDIE.2022.24.E24.4094
Shea, P., Richardson, J., & Swan, K. (2022). Building bridges to advance the Community of Inquiry framework for online learning. Educational Psychologist, 57, 148 - 161. https://doi.org/10.1080/00461520.2022.2089989
Shinsky, J. (2011). Enhancing Online Instruction in Higher Education: Professional Development Strategies That Work. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3217-3221). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2026 from https://www.learntechlib.org/p/38315
Spatioti, A. G., Kazanidis, I., & Pange, J. (2022). A Comparative Study of the ADDIE Instructional Design Model in Distance Education. Information, 13(9), 402. https://doi.org/10.3390/info13090402
Venkatesh, V., Morris, M. G., Davis, G. B., & Davis, F. D. (2003). User acceptance of information technology: Toward a unified view. MIS Quarterly, 27(3), 425–478. https://doi.org/10.2307/30036540
Waheed, I., & Seddon, A. (2019). Utilisation and Challenges of the Learning Management System in the Higher Education Institutions in Maldivian. International Journal of Information Technology Management and Information Systems, 10(1), 1–10. https://doi.org/10.34218/ijitmis.10.1.2019.001
Wang, S. (2024). Exploring sustainable learning intentions of employees using online learning modules of office apps based on user experience factors: Using the adapted UTAUT model. Applied Sciences, 14(11), 4746. https://doi.org/10.3390/app14114746
Wynants, S., & Dennis, J. (2018). Professional development in an online context: Opportunities and challenges from the voices of college faculty. Journal of Educators Online, 15(1). https://doi.org/10.9743/JEO2018.15.1.2
Zhang, J., Huang, Y., Wu, F., Kan, W., & Zhu, X. (2025). Scaling up online professional development through institution-initiated blended learning programs in higher education. The Internet and Higher Education, 65, 100988. https://doi.org/10.1016/j.iheduc.2024.100988
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rozniza Zaharudin, Fathimath Nasiha Abdul Muhaimin
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles published by IJLTER are licensed under a Creative Commons Attribution Non-Commercial No-Derivatives 4.0 International License (CCBY-NC-ND4.0).
