Journal of Digital Learning and Education, Vol. 03, No. 3 (2023): 195-209 195 P-ISSN: 2798-1088 | P-ISSN: 2776-4060 | DOI: 10.52562/jdle.v3i3.804 Journal of Digital Learning and Education http://journal.moripublishing.com/index.php/jdle An evaluation of Online Training Effectiveness and Pre-Service and In- Service Teacher Satisfaction: A Case Study from Nigeria Laila Murtadha Baqer Mohebi , Alanood AlShamsi , Mariam AlHammadi , Fatima AlMohsen College of Humanities and Social Science, Zayed University, Dubai, United Arab Emirates * Correspondence: laila.mohebi@zu.ac.ae Received: 12 August 2023; Accepted: 17 December 2023; Published: 29 December 2023 Abstract: This study evaluates the perceptions of 122 pre-service and in-service Nigerian teachers on adopting an online training module during the COVID-19 pandemic, a period marked by significant educational challenges and shifts. Employing a qualitative approach through open-ended online questions, it delves into the factors critical to enhancing online training effectiveness. Key findings highlight the importance of training in imparting theoretical knowledge and practical skills, the quality and relevance of content, interactivity, practical examples, and appropriate video length. These align with existing literature, underscoring the effectiveness of online training in challenging times. Significantly, nearly all participants expressed satisfaction with the training. This research not only sheds light on effective online teaching strategies but also offers practical recommendations for the continuous improvement of teacher training in Nigeria. Keywords: Teacher Development, Online Training, Youtube, Nigeria, Professional Development, Long Life Learning INTRODUCTION COVID-19 profoundly altered the global landscape, particularly in education and training. As technology became a lifeline for maintaining daily routines during the pandemic (Mukhtar et al., 2020), educational institutions worldwide, including Nigeria, shifted to online modes. However, Nigerian teachers faced unique challenges, such as limited access to technology and infrastructural deficiencies, exacerbating existing issues like inadequate teacher training and poor working conditions (Akinduyo, 2014; Ogunyinka et al., 2015). In response, there has been a significant shift from traditional to online education over the past decade (Bates, 2015; Comas-Quinn, 2011). While the integration of ICT in teacher education presents opportunities for flexible and cost-effective learning (Guri-Rosenblit & Gros, 2011), the effectiveness and teacher satisfaction of these online programs remain debatable (Bolliger & Martin, 2018; Means et al., 2010). Although studies have shown online training can be effective (Dede, 2006; Johnson et al., 2000), success factors such as course design and technological infrastructure are crucial (Swan, 2003; Tallent-Runnels et al., 2006). Teacher satisfaction, a key determinant of engagement and professional development (Richardson, 2001), is influenced by interaction quality, flexibility, and resource accessibility (Bolliger & Halupa, 2012). Despite the growing adoption of online training for Nigerian teachers, consensus on its effectiveness and factors influencing satisfaction is lacking. This study fills this gap by evaluating online training effectiveness and factors contributing to teacher satisfaction in Nigeria. It aims to provide insights into the benefits and challenges of