Exploring Instructor Experiences with an E-Module for Online Teaching: A Qualitative Case from Maldives Higher Education

Abstract

The shift to online and blended teaching in higher education has increased the demand for effective professional development (PD) that supports instructors in adapting to digital environments. This study explores the experiences of faculty members at a university in the Maldives who participated in a custom-designed e-module for online teaching. The research investigates whether such PD can enhance teaching readiness and identifies support factors contributing to its success. Guided by Mezirow’s Transformational Learning Theory and the Unified Theory of Acceptance and Use of Technology (UTAUT), the study adopts a qualitative, constructivist approach using focus group discussions with purposively sampled participants. Thematic analysis of participants’ feedback reveals key insights into the module’s design, ease of use, interactivity, and the role of peer and institutional support. Findings indicate the potential of well-supported online PD to improve instructional practice, though challenges in independent application remain. Recommendations for hybrid delivery models and enhanced facilitation are discussed.