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

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.

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