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presents the main findings regarding the participants' perceptions of the MOOC design features. It is quite clear that the vast majority (8-9 teachers out of 10) were positive about and identified the following factors of this MOOC as very important, i.e. concrete course objectives, collaborative modes of learning and the development of a learning community among language teachers. The teachers believe that the features of collaboration, co-creating writing artefacts and sharing ideas helped them to enhance their learning design abilities, their self-confidence and professional work in general.
Source publication
This paper reports on a study concerning a MOOC designed to support Greek language teachers in secondary education schools towards designing and using collaborative writing activities with Google Docs in their classroom. The principles that determined the particular MOOC design framework were directed by three dimensions of teacher participation: a...
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Working together in groups is a common and emphasized feature in today’s society, and higher educational settings often utilize group assignments to enable students to develop collaborative skills. Therefore, the purpose of this article is to describe and analyze applied strategies and the patterns that emerge during students online collaborative w...
Citations
This study examines the impact of online social networks (OSN) and Massive Open Online Courses (MOOCs) on collaborative practices among vocational training educators, focusing on the mediating role of interpersonal trust. Using a quantitative research design, Structural Equation Modeling (SEM) analyzed data from 343 Technical and Vocational Education and Training (TVET) teachers via a survey assessing MOOC usage, OSN, teacher collaboration, and interpersonal trust. Findings indicate a significant positive relationship between OSN and MOOCs, suggesting their potential to enhance collaborative learning environments. However, a negative direct effect of OSN on teacher collaboration reveals challenges that hinder effective engagement. Importantly, interpersonal trust is identified as a crucial mediator, highlighting the necessity of fostering trust among educators to improve collaboration and knowledge sharing. The research addresses a gap in understanding how MOOCs can enhance collaboration among TVET teachers and improve student outcomes, emphasizing the importance of integrating OSNs and MOOCs into vocational training frameworks while cultivating a culture of trust. Ultimately, the study suggests that leveraging OSNs and MOOCs, alongside interpersonal trust, can transform collaborative practices, benefiting both educators and students. Future research should explore the complexities of these relationships, especially barriers to collaboration and effective strategies for utilizing online networks in vocational training.
Massive Open Online Courses (MOOCs) provide quality higher education resourcesfor people around the world. It allows massive number of learners to gain access to free, virtual based open educational subjects offered by accredited and world recognized top ranking institutional. However, numerous studies show that MOOCs success was marred by low completion and high dropout rates.This studyintends to identify and analyse the literature on the social support related factors influencing the utilization of MOOCs. Results from the review show that the relevant and related researchesare extremely limited which call for further studies to be done on influence of social support on MOOCs usage. The review reveals that emotional support is the most identified social support factor included in MOOC studies from various perspectives followed by informational support. Tangible support and belonging support are the least to be included in the selected studies. This review reveals that more researches are required to identify the impact of social support factors in influencing the utilization of MOOCs among learners.
