Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development

Vivian, Rebecca; Falkner, Katrina; Falkner, Nickolas

doi:10.3402/rlt.v22.24691

Cited by 108 publications

(64 citation statements)

References 14 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Experimental studies about the effectiveness of blended learning or a flipped classroom by using MOOCs inside or outside the classroom should also take place to measure the improvement in English language right away. The design aspect of professional development MOOCs is not a much researched area (Vivian, Falkner & Falkner, 2014), so more research needs to be conducted in this area too.…”

Section: Resultsmentioning

confidence: 99%

Role of MOOCs in Pakistani English Teachers’ Professional Development

Perveen

2018

SISAL

View full text Add to dashboard Cite

The paper takes up one of the least researched areas in Pakistan i.e. the role of Massive Open Online Courses (MOOCs) for professional development in general and the capacity building of English teachers in particular. Although MOOCs are getting popular in Pakistan, the majority is still unaware of the concept especially those who teach in traditional face-to-face mode. As many second language University teachers have not attended any MOOCs, convenience sampling was used for data collection. Only 32 respondents completed the questionnaire. The reliability of the questionnaire on Cronbach alpha was 0.83. The results show that the number of Pakistani English teachers responding to the survey who attended MOOCs either partially or completely, was very low. Therefore, of course, the number of MOOCs attended by each was also very low. However, whoever attended and whichever MOOCs were attended, the teachers found them quite beneficial for their overall professional development, be it language improvement or teaching skill set development. The researcher recommends the use of MOOCs in classrooms which is only possible if more English Language Teaching MOOCs are available and teachers attend a variety of MOOCs. The researcher also highlights the need to develop Pakistani MOOCs with a national flavour.A Massive Open Online Course (MOOC) is an online course available for a large number of participants and is open for all without any specific enrolment procedure or fee requirements. However, in order to obtain a verified certificate, participants need to pay in some instances like Coursera MOOCs which was not the case in the past as MOOCs began as an overall free education initiative. However, a parallel free version without a certificate still exists. In spite of some developments that have taken place so far, MOOCs are a relatively new phenomenon in online education with only nine years of history. With the first MOOC initiation in 2008, they became more popular from 2012 onwards. The New York Times declared 2012 as the MOOC year (Pappano, 2012). MOOCs provide the opportunity for free education to anyone anywhere in the world. Beginning with the initial endeavours with Connectivist MOOCs known as CMOOCs, Harvard and MIT X MOOCs have also been established. Whereas CMOOCs are connectivist in nature, providing students with opportunities to connect with each other and construct knowledge themselves, X MOOCs are offered in a traditional way with video lectures, assessment activities and even discussion

show abstract

Section: Resultsmentioning

confidence: 99%

Role of MOOCs in Pakistani English Teachers’ Professional Development

Perveen

2018

SISAL

View full text Add to dashboard Cite

show abstract

“…One study found in the MOOC literature where an action research approach was taken to study MOOC design described the MOOC design process, and participant engagement and experiences but did not focus on the role of the teachers (Vivian et al 2014). Therefore, we chose to use the action research approach because, besides being the designers of the SiEL MOOC concept (see Figs.…”

Section: Methodsmentioning

confidence: 99%

Design and Early Development of a MOOC on “Sustainability in Everyday Life”: Role of the Teachers

Janssen

Claesson

Lindqvist

2016

New Developments in Engineering Education for Sustainable Development

View full text Add to dashboard Cite

Universities all over the world have developed Massive Online Open Courses (MOOCs) to attract students and explore new ways of learning. The MOOC "Sustainability in Everyday Life" (SiEL) is currently in its design and early development stage at Chalmers University of Technology. It aims at developing the MOOC participant's capacity to appreciate the complexity of sustainable everyday life by developing skills such as systems thinking and critical reflection on the information flow in public media. This paper aims at sharing first experiences regarding the design and early development of the SiEL MOOC and identifying the role(s) of the teachers and its features during the course design and early development based on these first experiences. An action research approach was used to reach these aims, and the teachers' narratives about these first experiences were used as data source. Three distinct processes (pedagogical, production and interaction) and six roles (owners, teachers, learners, designers, developers and negotiators) were identified. The teachers' roles and the processes and activities taking place during the design and early development are closely linked to each other and need to be carefully considered in order to guarantee a successful MOOC design and development process.

show abstract

“…As [16] said the "curriculum change is not easy for teachers, in any context, and to ensure teachers are supported, scaled solutions are required".…”

Section: Discussionmentioning

confidence: 99%

MOOCs for Teachers Professional Development — A University Challenge?

Maliţa¹,

Țîru²,

Grosseck³

2018

IJIET

View full text Add to dashboard Cite

Abstract-Due to the development of the current society, continuous professional development of teachers is an imperative for every educational system. Nowadays MOOCs are on a hype for educational systems, being one of the most discussed and debated university/academia/higher education topics. Still, Romania is beyond other countries in terms of both developing and formal recognising of competences acquired through a MOOC course. This is direct related to the scepticism of opening up education toward professional development of Romanian teachers, among other factors like language barriers, inadequate infrastructure, lack of time, lack of digital competences and skills (in order to know how to work in the online learning environment) etc.The authors consider MOOCs as a sustainable initiative for professional development of Romanian teachers. Therefore, the aim of this paper is to present the results of an investigation carried out for more than 1000 Romanian preuniversitary teachers, analysing their needs regarding this topic. The main finding amid teachers' training needs, underlined their preference for developing and updating the practical knowledge based on specific examples.Moreover, we will address the need for changing the Romanian educational MOOCs' policies, but also more future and deeper topics to be studied in the following periods.

show abstract

Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development

Cited by 108 publications

References 14 publications

Role of MOOCs in Pakistani English Teachers’ Professional Development

Role of MOOCs in Pakistani English Teachers’ Professional Development

Design and Early Development of a MOOC on “Sustainability in Everyday Life”: Role of the Teachers

MOOCs for Teachers Professional Development — A University Challenge?

Contact Info

Product

Resources

About