What Do Teachers As Adult Learners Think About MOOCs? A Case Study

Abstract

The aim of this research was to understand and interpret the opinions of teachers as adult learners on MOOCs regarding the effect of MOOC on their personal and professional development, and their motivation to attend more MOOC. The research is a qualitative study with a holistic single case study design. Data were collected by semi-structured questions via the Google Form. At the end of the research, conclusions emerged under three themes. The first one was that the effects of MOOC on teachers’ personal development are learning new things and gaining self-confidence. The second one was that the effects of MOOC on teachers’ professional development are improving teaching and communication skills, and having a different perspective. Finally, the reasons of teachers’ motivation to attend more MOOCs are that MOOCs are easy to reach, suitable for personal learning speed, and economic.

Strengthening inclusive teaching with a MOOC: Adult education and STEM as professional development partners

“…In a European context, Vezne's (2020) case study for example explored adult learner perceptions and concluded variety, engagement, and being true to the adult educator as “facilitator” were key for a MOOC design. Still, perhaps one of the most consistent conclusions about MOOCs is that when viewed through a critical and/or social justice lens, there remains somewhat of a tension.…”