Yusuf Hanafi, Muhammad Saefi, M. Alifudin Ikhsan, Tsania Nur Diyana, Fatiya Rosyida, Slamet Arifin, Herlina Ike Oktaviani
Evaluation and improvement of instructional quality in online settings are often conducted only after students have been exposed to learning interventions, making it difficult to anticipate and prevent undesirable outcomes. While traditional classroom observation is resource-intensive, evaluating the course syllabus offers a simpler, proactive approach that can be conducted before course delivery. This study gathers qualitative assessments from instructors using an online course design rubric to evaluate the Global Diversity Awareness (GDA) program, a key component of Teacher Professional Education (TPE). Four focus groups from two universities participated in this research. Through thematic analysis combining inductive and deductive coding, several common themes emerged: the digital absorption gap, the need for clear ethical communication guidelines, the importance of both technical and non-technical student support, and the underutilization of authentic assessment rubrics. Based on these findings, we recommend that TPE programs incorporate structured, rubric-based syllabus reviews before online course implementation to identify and address design limitations early. © 2025 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Department of Arabic, Faculty of Letters, Universitas Negeri Malang, Malang, Indonesia; Biology Study Program, Faculty of Science and Technology, Universitas Islam Negeri Maulana Malik Ibrahim Malang, Malang, Indonesia; Department of Civic Education, Faculty of Social and Political Science, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Department of Physics Education, Faculty of Mathematics and Natural Sciences, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia; Departement of Geography, Faculty of Social Sciences, Universitas Negeri Malang, Malang, Indonesia; Master Program of Basic Education, Graduate School, Universitas Negeri Malang, Malang, Indonesia; Departement of Learning Technology, Faculty of Educational Sciences, Universitas Negeri Malang, Malang, Indonesia
