Author Information
Priya Ganapathi, UNESCO MGIEP, IndiaDaevesh Singh, UNESCO MGIEP, India
Navneet Kaur, UNESCO MGIEP, India
Shitanshu Mishra, UNESCO MGIEP, India
Abstract
This paper investigates the task workload experienced by teachers in an online professional development course, analyzed through the lens of Moore’s Theory of Interaction. The study examines how different forms of interaction such as learner-content, learner-instructor, learner-learner, and learner-interface shape teachers’ perceptions of workload. The online course was introduced through an in-person orientation workshop that familiarized participants with registration, login, and navigation procedures. Teachers completed the NASA-TLX questionnaire at the beginning and end of the course, defining the task as the completion of all modules leading to certification. To complement quantitative data, unstructured interviews with selected participants provided qualitative insights into perceived workload, challenges, and suggestions for improvement. Findings from the study revealed that teachers experienced moderate workload across several dimensions, including mental effort, physical interaction, temporal pressure, and emotional strain. These results highlight the significant influence of course design, task complexity, and interface usability on teacher engagement in digital professional development contexts. The findings emphasize the crucial role of well-designed interactions in managing workload and maintaining learner engagement in online learning environments.
Paper Information
Conference: ACE2025Stream: Design
This paper is part of the ACE2025 Conference Proceedings (View)
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To cite this article:
Ganapathi P., Singh D., Kaur N., & Mishra S. (2026) Designing for Engagement: Exploring Task Workload and Interaction in an Online Professional Development Course for Teachers ISSN: 2186-5892 – The Asian Conference on Education 2025: Official Conference Proceedings (pp. 303-311) https://doi.org/10.22492/issn.2186-5892.2026.24
To link to this article: https://doi.org/10.22492/issn.2186-5892.2026.24
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