TY - JOUR T1 - The Advantages and the Shortcomings of Self-Directed Online Special Education Needs Module: Addressing the Theory, Practice and Personal Experience AU - Durgungoz, Fatma Canan AU - Durgungöz, Ahmet PY - 2025 DA - October Y2 - 2025 DO - 10.14686/buefad.1578457 JF - Bartın University Journal of Faculty of Education JO - BUEFAD PB - Bartin University WT - DergiPark SN - 1308-7177 SP - 1070 EP - 1084 VL - 14 IS - 4 LA - en AB - This study explores the effectiveness of an online Special Education Needs (SEN) module delivered over eight weeks through a Virtual Learning Environment (VLE) to teacher candidates from other faculties. The module aimed to enhance students’ knowledge of SEN. Data from 73 participants were analysed through pre- and post-module surveys and semi-structured interviews. The findings revealed lower than expected improvements in theoretical knowledge regarding key SEN concepts and inclusive teaching strategies. Additionally, personal experiences with SEN were found to be key motivational factor, as participants with experiences with SEN demonstrated better improvement after the module. The study also highlighted several limitations. The module’s short timeframe and format limited students’ opportunities for hands-on experience, which is crucial for developing practical teaching skills. Participants expressed a lack of confidence in applying theoretical knowledge in real-world classroom settings, citing the absence of interactive, experiential learning opportunities. The intensive nature of the module within such a compressed period further worsened these challenges, raising concerns about whether students could internalise the knowledge deeply enough to implement it effectively. While online learning offers flexibility and accessibility, this study highlights its limitations in contexts that require practical application. The study recommends integrating hybrid models that combine online instruction with in-person practical training to address these gaps. Future SEN modules could better balance theoretical understanding with the practical competencies necessary for effective teaching in inclusive settings by incorporating more interactive components, such as fieldwork practices and workshops. KW - Special Education Needs KW - Online Learning KW - Self-directed Learning KW - Special Education Teaching CR - Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: a review of the literature. European Journal of Special Needs Education, 17(2),129–147. https://doi.org/10.1080/08856250210129056 CR - Ayvaz-Tuncel, Z., & Tuncel, İ. (2019). Good teacher perceptions of students attending the pedagogical formation certificate program. 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