Abstract:

The effectiveness of online teacher professional development depends not only on the quality of its content but also on how the digital environment structures participation, navigation, and instructional flow. This paper examines the redesign of an inclusive learning management system (LMS)-based professional learning environment developed for secondary special education teachers within a broader doctoral study on ICT integration and inclusive pedagogy. Specifically, it focuses on Flip2Include, a pilot professional development model delivered through the eClass learning management system, and on the transition from its original to its revised digital configuration.

The redesign was informed by a design-based, evidence-driven process that drew on audit-trail documentation, participant feedback, engagement indicators, and traceable modifications to platform structure, sequencing, and support features. Rather than treating the LMS as a passive repository of instructional materials, the revised environment was designed as a pedagogically structured space intended to enhance clarity, minimise user friction, and support reflective, sustained participation. Across the pilot implementation involving 30 participants, overall activity completion remained high at 84.2%. Moreover, the second implementation phase demonstrated stronger engagement, reflected in increased forum participation, greater use of reflective journals, and higher completion rates following targeted design improvements. In the dissertation, this enhanced engagement in Phase B is interpreted in relation to the clearer structure, improved flow, and stronger support features of the revised eClass environment.

The paper argues that relatively modest but intentional design decisions can substantially improve the pedagogical functionality of LMS-based teacher education, particularly in contexts where inclusive digital pedagogy is a central concern. Its contribution lies in advancing a transferable design perspective for reducing friction and enhancing pedagogical usability in online professional learning environments.

Keywords:

LMS design, online professional development, inclusive pedagogy, special education, learning environment redesign.