The Impact of Lack of Personal Interaction in Online HOTS Training for Primary Teachers in Punjab

Abstract

Technology is changing how teachers develop their careers, especially as more primary school teachers in Punjab take online training in Higher Order Thinking Skills (HOTS). The switch to online learning has raised some concerns about the lack of personal interaction and its effects on teaching. This study involved using NVivo 14 to analyze data and 30 primary school teachers who were asked to share their experiences of online training on HOTS. The teachers found more barriers to online professional development than classroom learning, e.g., the delay of feedback, isolation, and lack of interaction. Other barriers include digital illiteracy, quality of internet connection, and availability of outdated technological gadgets, which influence the efficiency of such programs. The study suggests the addition of interactive and instant feedback systems to online-based training programs to improve teacher response and instructional outcomes.