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This paper reports on the development of a hybrid framework for designing and implementing teacher professional development MOOCs. The theoretical foundations were rooted on combining features of cMOOCs and xMOOCs that promote teachers' learning through active engagement, peer interaction, mutual support, and collaborative creation of educational a...
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Context 1
... is quite interesting to be noticed that the intervention of the moderators was necessary only in very few cases; this is a strong indicator that peer assistance and support is a critical design factor for teacher professional development MOOCs. Table 5 presents the results of the descriptive statistics regarding teachers' views of the usability and the potential of the MOOC online tools, as well as their ability to design suitable learning activities with the specific tools that promote students' participation. The internal consistency of the items in the questionnaire (Cronbach's α = 0,913) was very good (DeVellis, 2003). ...Context 2
... internal consistency of the items in the questionnaire (Cronbach's α = 0,913) was very good (DeVellis, 2003). As shown in Table 5, the teachers were very positive about the Web 2.0 tools in this MOOC, in terms of easiness of use for the teachers (mean 4.55), friendliness to the students (4.46), enhancing language teaching (4.52). In addition, teachers' appeared to be confident in relation to their abilities to design learning activities with Web 2.0 tools (4.45). ...Citations
Massive Open Online Courses (MOOCs) have been used as a new form of online professional development over the last few years. In addition, online discussions have been considered a critical MOOC component to facilitate inquiry, knowledge sharing and construction, and social interaction among learners. This paper reports on the exploration of teachers’ interaction and networking performance within an online community created in a professional development MOOC designed to prepare Greek language teachers for integrating Web 2.0 tools in their instruction. Concerning the pedagogical design, a hybrid MOOC mode was adopted by combining features of both xMOOCs and cMOOCs formats. The results of the Social Network Analysis revealed a dynamic community, with strong relations among the participant teachers, which was created within this MOOC. In addition, four teacher roles were identified according to their contribution and importance in the information spread, their mediation, and their influence on other peers in the online community.KeywordsMOOCsTeacher professional developmentOnline communitiesSocial network analysis
The pandemic of COVID-19 forced K-12 schools worldwide to transfer their educational programs from face to face instruction to remote online teaching. Teachers faced a range of difficulties towards providing remote teaching and integrating online tools in their instruction. This paper reports on a study concerning the rapid design and implementation of a MOOC to support primary and secondary education teachers in Greece towards using online tools in their remote instruction during the pandemic of COVID-19. The design framework and the implementation procedure of this particular MOOC are presented. The preliminary findings of a survey concerning 171 teachers who responded an online questionnaire after completing the MOOC, are also presented. The results revealed teachers' satisfaction with regards to the perceived outcomes of this particular MOOC, in terms of their abilities to apply online instructional practices in their remote classrooms. The majority of the participants conceptualized this MOOC as an efficient environment to enhance e-learning design skills and the pedagogical knowledge necessary for their instruction during the pandemic.
