Teacher candidates’ satisfaction with massive open online courses in Turkey

Abstract

Adult education, especially teacher education, is one of the most important issues in Turkey in order to increase the quality of education and to keep up with the countries which aim to become one of the most competitive and knowledge-based economy in the world. Therefore, most of the universities started to improve their distance learning provisions by using massive open online courses (MOOCs). The purpose of this study is to understand teacher candidates’ opinions on MOOCs and their satisfaction with MOOCs. A mixed method including qualitative and quantitative approaches was used in this study. Results show that the MOOCs have a positive effect on teacher candidates’ personal development and learning life; therefore, they are satisfied with the MOOCs. Only the satisfaction level in learner–instructor interaction is lower in asynchronous courses. As adult learners, they wanted to be more active in MOOCs. These findings improve the understanding of MOOC’s learning satisfaction and contribute to design and develop better MOOCs according to learners’ needs and demands.
 
 Keywords: adult education, teacher education, distance education;

Innovación tecnológica en educación: una revisión de literatura sobre los MOOC desde la perspectiva docente

“…Atendiendo a la proliferación de los MOOC y al debate sobre su efectividad en el proceso de formación (Baldomero et ál., 2018;Evans y Myrick, 2015), la literatura analiza las percepciones de los docentes sobre este tipo de cursos (Evans y Myrick, 2015;Griffiths et ál., 2021;Loizzo et ál., 2018;Ortega-Sánchez y Gómez-Trigueros, 2019;Vezne, 2020). Específicamente, el estudio de Evans y Myrick (2015) analiza los antecedentes y las percepciones de los docentes sobre los MOOC en el contexto de la educación superior, y encuentran que, en general, los encuestados se muestran positivos sobre la experiencia docente, no obstante, se reconocen dificultades pedagógicas asociadas a este tipo de cursos (Evans y Myrick, 2015).…”

“…De la misma manera, el estudio de Vezne (2020) valida el efecto positivo de los MOOC en el proceso de aprendizaje y el desarrollo personal de los docentes. Al respecto, el estudio destaca la importancia de la formación profesoral como un mecanismo para mejorar la calidad de la educación y la competitividad de las economías basadas en conocimiento, ámbito en el cual los MOOC se han consolidado como una herramienta importante (Vezne, 2020).…”

Research on Blended Learning in Physical Education During the COVID-19 Pandemic: A Case Study of Chinese Students

“…With the popularization and application of real-time distance learning, online learning courses have evolved into the long-distance learning form of large-scale MOOC. Many universities began to build MOOC platforms to enrich the teaching resources of distance learning, and it has also been widely applied in the university education system (Halverson et al, 2017; Liu et al, 2017; Vezne, 2020). The MOOC platform provides broader resources for distance learning.…”

“…Each of these three methods has its own advantages, and conditions like the subject’s characteristic, or even, the objects’ and their class schedule, their information competency, computer equipment, and network environment, should be considered while choosing the best way of teaching. Since the progress and development of information technology has removed the barriers to knowledge sharing, the use of distance learning has evolved into the form of distance learning of Massive Open Online Courses (MOOCs), which has also been widely applied in the university education system (Halverson et al, 2017; Liu et al, 2017; Vezne, 2020).…”

Development of the CPOL design to improve the ability to develop teaching materials

“…Online learning is one choice in education today, especially when there are barriers to face-to-face learning (Dhull & Arora, 2019). Currently, lecturers in universities carry out online learning using e-learning applications facilitated by university institutions, but the majority of teachers experience obstacles such as ineffective learning (Suartama et al, 2019;Vezne, 2020). The current COVID-19 pandemic period requires new, innovative methods to improve students' communication skills and reduce tension in online learning (AlKhamaiseh, 2022).…”