The Advantages and the Shortcomings of Self-Directed Online Special Education Needs Module: Addressing the Theory, Practice and Personal Experience

Year 2025, Volume: 14 Issue: 4, 1070 - 1084, 30.10.2025

Fatma Canan Durgungoz , Ahmet Durgungöz

https://doi.org/10.14686/buefad.1578457

Abstract

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.

Keywords

Special Education Needs , Online Learning , Self-directed Learning , Special Education Teaching

Ethical Statement

In this study, every step closely followed the ethical standards of scientific research and publication. HE students were thoroughly informed about the study’s aims, with their participation being entirely voluntary. Written consent was obtained directly from the students. Personal information remained confidential and was never disclosed to any third parties. Ethics committee approval was obtained from X University Y Ethics Committee (Date: Z Decision No: Q)

Thanks

We thank the higher education students who participated in this study and contributed their valuable insights.

References

• 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
• Ayvaz-Tuncel, Z., & Tuncel, İ. (2019). Good teacher perceptions of students attending the pedagogical formation certificate program. International Journal of Evaluation and Research in Education, 8(1), 165-172. https://doi.org/10.11591/ijere.v8i1.17093
• Balıkçı, G. & Seferoğlu, G. (2023). “Whenever I watched myself, I realised something different to improve”: Teacher candidates’ reflections on the video-based, micro-analytic practicum. Bartın University Journal of Faculty of Education, 12(2), 390-403. https://doi.org/10.14686/buefad.1063809
• Brownell M. T., Benedict A. E., Leko M. M., Peyton D., Pua D., Richards-Tutor C. (2019). A continuum of pedagogies for preparing teachers to use high-leverage practices. Remedial and Special Education, 40(6), 338–335. https://doi.org/10.1177/0741932518824990
• Çakıroğlu, S., Ünay, E., & Çakıroğlu, O. (2024). The impact of an online training program on pre-service teachers’ knowledge and beliefs about dyslexia. Australian Journal of Learning Difficulties, 29(1), 35-51. https://doi.org/10.1080/19404158.2024.2341697
• Çiçek Sağlam, A. (2015). Pedagojik formasyon sertifika programının etkililiğinin öğrenci görüşlerine göre değerlendirilmesi. Kırıkkale Üniversitesi Sosyal Bilimler Dergisi, 5(2), 63-73. https://dergipark.org.tr/en/download/article-file/181119
• Clarke, V., & Braun, V. (2014). Thematic analysis. In Encyclopedia of critical psychology. 1947-1952. Springer, New York, NY.
• de Boer, A., Pijl, S. J., & Minnaert, A. (2010). Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331–353. https://doi.org/10.1080/13603110903030089
• Dogan, M. E., Goru Dogan, T., & Bozkurt, A. (2023). The use of artificial intelligence (AI) in online learning and distance education processes: A systematic review of empirical studies. Applied Sciences, 13(5), 3056. https://doi.org/10.3390/app13053056
• Giday, D. G., & Perumal, E. (2024). Students’ perception of attending online learning sessions post-pandemic. Social Sciences & Humanities Open, 9, 100755. https://doi.org/10.1016/j.ssaho.2023.100755
• Junnier, F. (2024). Action and understanding in the semi-structured research interview: Using CA to analyse European research scientists’ attitudes to linguistic (dis) advantage. Journal of English for Academic Purposes, 68, 101355. https://doi.org/10.1016/j.jeap.2024.101355
• Karasu, G., Ersoy, M.Y., Özen, E. ve Altun, H. (2023). Alan değişikliği ile özel eğitim öğretmenliğine geçiş yapan öğretmenlerin yaşadığı sıkıntılar ve çözüm önerileri. International Journal of Original Educational Research, 1(1), 90-108. https://www.ijoedu.com/index.php/pub/article/view/30
• Linder, K. E., & Hayes, C. M. (Eds.). (2023). High-impact practices in online education: Research and best practices. Taylor & Francis.
• Morley, D., Bailey, R., Tan, J., & Cooke, B. (2005). Inclusive Physical Education: teachers’ views of including pupils with Special Educational Needs and/or disabilities in Physical Education. European Physical Education Review, 11(1), 84-107. https://doi.org/10.1177/1356336X05049826
• Morris, T. H., Koutsouris, G., Stentiford, L., & Bremner, N. (2025). Self‐directed learning—a framework for inclusion ‘In’and ‘Through’Education–A systematic review. Review of Education, 13(1), e70028. https://doi.org/10.1002/rev3.70028
• Özbaş, M. (2024). Öğretmen Adaylarının Özel Alan ve Pedagojik Formasyon Eğitimlerine İlişkin Algıları. Social Sciences Studies Journal (SSSJournal), 5(51), 6793-6800. https://doi.org/10.26449/sssj.1909
• Peebles, J. L., & Mendaglio, S. (2014). The impact of direct experience on preservice teachers’ self-efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education, 18(12), 1321-1336. https://doi.org/10.1080/13603116.2014.899635
• Pelletier, K.; Brown, M.; Brooks, D.C.; McCormack, M.; Reeves, J.; Arbino, N.; Bozkurt, A.; Crawford, S.; Czerniewicz, L.; Gibson, R.; et al. (2021). Educause Horizon Report Teaching and Learning Edition. Educause. https://www.learntechlib.org/p/219489/
• Kirişçi-Sarıkaya, A. & Parlar, H. (2024). Virtual classroom management: An analysis of virtual classroom management dynamics and strategies of teachers. Bartın University Journal of Faculty of Education, 13(4), 910-927. https://doi.org/10.14686/buefad.1332899
• Smith, S. B., Smith, S. J., & Boone, R. (2000). Increasing Access to Teacher Preparation: The Effectiveness of Traditional Instructional Methods in an Online Learning Environment. Journal of Special Education Technology, 15(2), 37 46. https://doi.org/10.1177/016264340001500204
• Steinweg, S. B., Davis, M. L., & Thomson, W. S. (2005). A comparison of traditional and online instruction in an introduction to special education course. Teacher Education and Special Education, 28(1), 62-73. https://doi.org/10.1177/088840640502800107
• Tarantino, G., Makopoulou, K., & Neville, R. D. (2022). Inclusion of children with special educational needs and disabilities in physical education: A systematic review and meta-analysis of teachers’ attitudes. Educational Research Review, 36, 100456. https://doi.org/10.1016/j.edurev.2022.100456
• Taş, Y. (2019). Sınıf öğretmeni adaylarının özel eğitim gerektiren çocukların eğitimi ile ilgili yeterliklerinin belirlenmesi. Yayımlanmamış Yüksek Lisans Tezi. Trakya Üniversitesi Sosyal Bilimler Enstitüsü.
• Tutkun, B., & Tutkun, M. (2024). Pedagojik Formasyon Eğitimi ve Türk Eğitim Sistemindeki Yerinin İncelenmesi. Üçüncü Sektör Sosyal Ekonomi, 59(3). https://doi.org/10.15659/3.sektor-sosyal-ekonomi.24.08.2439
• UNESCO, (2020). Startling digital divides in distance learning emerge. https://en.unesco.org/news/startlingdigital-divides-distance-learning-emerge
• Yilmaz, R., & Günes, M. H. (2017). Reasons of Pedagogical Formation Education Certificate Program Students Taking This Education: Comparison of Different Departments. Universal Journal of Educational Research, 5(12), 2320-2330. https://doi.org/10.13189/ujer.2017.051223
• Yılmaz, G., (2015). Pedagojik formasyon yoluyla öğretmen yetiştirme uygulamalarında karşılaşılan güçlükler ve mezunların istihdamlarının değerlendirilmesi. Unpublished Master Thesis, Fırat Üniversitesi, Eğitim Bilimleri Enstitüsü, Elazığ.
• M. Younas, D. Abdel Salam El-Dakhs and Y. Jiang, (2025). A Comprehensive Systematic Review of AI-Driven Approaches to Self-Directed Learning. in IEEE Access, 13, 38387-38403, https://doi.org/10.1109/ACCESS.2025.3546319
• Yüksek Öğretim Kurulu (YÖK) (2023). Pedagojik Formasyona Yönelik Bilgilendirme. https://www.yok.gov.tr/HaberBelgeleri/BasinAciklamasi/2023/pedagojik-formasyona-yonelik-bilgilendirme.pdf (accessed on 03.11.2024)
• Yüksek Öğretim Kurulu (YÖK) (2014). Pedagojik Formasyon Eğitimi Sertifika Programına İlişkin Usul ve Esaslar, Ankara. https://www.yok.gov.tr/Sayfalar/Kurumsal/IdariBirimler/egitim_ogretim_daire_ bsk/pedagojik-formasyon-usul-ve-esaslar.aspx