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MOOCS for teacher professional development: exploring teachers’ perceptions and achievements
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his paper aims to report on a study concerning a Massive Open Online Course (MOOC) designed to support Greek language teachers in secondary education schools towards implementing collaborative writing activities with Google Docs in their classroom. Data recorded from a post-survey was used to investigate teachers’ views and perceptions about MOOC design features, their personal achievements and the overall outcomes for their professional work and development.
The results provided supportive evidence that successful MOOCs for teacher professional development are determined by four key design features: a) connecting course content and teacher learning practices to the educational reality of the classroom, b) defining concrete learning objectives of the course, c) promoting teachers’ collaborative learning, and d) creating a learning community among peers.
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... A key area for further investigation is identifying factors that contribute to the effectiveness of TPD programs in both instructional formats (Fütterer et al., 2024). First, research suggests that TDP quality is a potential predictor of teacher learning and achievements using either MOOCs (e.g., Ginting et al., 2020;Koukis & Jimoyiannis, 2019) or LMS (e.g., Dang & Robertson, 2010). While there is no common method for measuring quality, research has identified positive quality characteristics in online TPD (Mulaimović et al., 2024;. ...
... This is supported by recent research (e.g., de La Hoz-Ruiz et al., 2024;Mulaimović et al., 2024), demonstrating a growing consensus on measuring learner autonomy within LMS and MOOCs. However, research focuses on teachers' perceptions and achievements (e.g., Cabanding et al., 2024;Koukis & Jimoyiannis, 2019;Phi, 2019). Therefore, a critical question remains unanswered on whether online TPD programs foster autonomous learning differently in LMS compared to MOOCs. ...
... These results suggest that while both platforms generate positive perceptions overall, teachers perceive MOOCs as more effective in fostering clear, engaging, collaborative, and relevant learning experiences. This finding aligns with Koukis and Jimoyiannis (2019), who also noted the effectiveness of MOOCs in providing a more engaging learning experience in TPD. ...
Teacher professional development (TPD) programs face several challenges in fostering active participation and ensuring high-quality learning experiences compared to traditional approaches. While online TPD programs offer flexibility, concerns remain about their effectiveness in promoting high-quality content and autonomous learning. This study aims to address these concerns by comparing the effectiveness of Massive Open Online Courses (MOOCs) and Learning Management Systems (LMS) in enhancing teacher autonomy and perceptions of TPD program quality. A cross-sectional study was conducted to examine how these platforms influence teachers’ perceptions of key TPD quality indicators, including clarity, structure, cognitive stimulation, collaboration, and practical relevance, as well as the development of their autonomous learning. The current study also explored how individual teacher characteristics such as certification level, experience, and gender, might influence these effects. A total of 108 teachers (n = 108) participated in TPD programs delivered through either MOOCs (12 courses) or LMS (14 courses). The results indicate that while both platforms received positive evaluations, MOOCs exhibited slightly higher overall ratings for quality indicators. Additionally, participants enrolled in MOOCs reported significantly greater autonomous learning development compared to those using LMS. Moreover, higher certification and experience levels were associated with more positive perceptions of TPD quality across both platforms. This study contributes to the field by highlighting the potential for both MOOCs and LMS to support high-quality TPD, which can foster teacher autonomy, while also emphasizing the importance of considering individual teacher characteristics in TPD program design.
... According to researchers (Khalil learners who seek guidance from experts in the subject matter. In addition, academicians should be well-prepared in designing learning objectives to help learners understand what they are expected to learn and achieve by the end of the course (Koukis & Jimoyiannis, 2019). The high-quality content and modernized teaching techniques are presented engagingly and interactively to increase learners' motivation and comprehension toward their academic studies for their long-term success emphasized by Perveen, (2018). ...
The motive of the article is to investigate the effective teaching standards for MOOC academicians at public universities in Sindh, Pakistan, and the application of the UTAUT model in the new context. This study utilized the UTAUT model to investigate the factors affecting academician intention regarding the acceptance and usage of MOOC in higher institutions. To achieve the research objectives, 497 responses were collected from MOOC academicians through a survey questionnaire to address the suggested hypotheses. Our findings represent the constructs DL, DP, ATM, EE, and FC have a greater impact on BI, which play a significant role in shaping ICT-based teaching and learning outcomes. However, the two constructs PE and SI did not show a significant impact on BI. This research study implication can lead to improved academicians teach-ing standards that align with the international teaching benchmarks and enhance the technology education landscape at national and international levels.
... The pivotal role of professional development (PD) in ameliorating the pedagogical acumen of educators (Lei & Medwell, 2020), thereby augmenting the caliber of instruction, cannot be understated. Recently, there has been an emergent emphasis on cooperative strategies for PD (Koukis & Jimoyiannis, 2019), exemplified by Teacher Activity Groups (TAGs). The TAGs initiative is an avant-garde, synergistic venture brokered by an institution from the United Kingdom, where English prevails as the first language, and Vietnam, where English is dispensed as a foreign language. ...
This study aims to examine the satisfaction of Vietnamese K-12 teachers with the impact of Teacher Activity Groups (TAGs) on their professional development (PD). In the context of a rapidly evolving education system, PD plays a crucial role in enhancing teachers’ knowledge, skills, and effectiveness in the classroom. Collaborative approaches, such as TAGs, have gained attention as promising strategies for fostering teacher growth and satisfaction. However, limited research has explored the specific impact of TAGs in the Vietnamese context. To address this gap, a quantitative approach was employed, and data were collected using a questionnaire from 147 K-12 teachers. The questionnaire consisted of 21 items measured on a 5-point scale, assessing various aspects of participants’ satisfaction with the TAGs program. The results reveal high levels of overall satisfaction with the TAGs program, indicating positive perceptions of its interest, value, usefulness, and impact on professional development. Notably, variations in satisfaction levels were observed in relation to learner attendance and dropout rates. These findings provide valuable insights for educational policymakers and school administrators in designing and implementing effective PD initiatives tailored to the specific needs of teachers and students. By promoting teacher satisfaction and growth, TAGs have the potential to contribute to the continuous improvement of the Vietnamese education system.
... This is particularly relevant in the context of emerging discussions around the influence of teacher gender on educational outcomes. There has been a burgeoning focus on collaborative methods for PD (Koukis & Jimoyiannis, 2019), epitomized by Teacher Activity Groups (TAGs). These endeavors aim to foster an environment of solidarity and shared knowledge among education professionals (Chickering et al., 2015). ...
This study aimed to investigate the influence of gender on the satisfaction of Vietnamese K-12 teachers who participated in Teaching Activity Groups (TAGs), a collaborative professional development (PD) initiative. Using a quantitative approach, questionnaire data was collected from a purposive sample of 147 teachers (108 females, 39 males). The data were subjected to descriptive statistical analysis and Independent Sample t-tests to discern potential gender-based differences in teachers’ satisfaction with TAGs and their perceived impact on teachers’ PD. The results revealed nuanced disparities in satisfaction levels between female and male participants, with generally higher satisfaction levels exhibited by females. Notable areas of difference included knowledge acquisition, skills acquisition, school support, and issue resolution. These areas were indeed discussed in the content, providing a detailed analysis of where gender differences in satisfaction were most pronounced. The results underscore the relevance of gender considerations in PD studies and offer insights for policy and practice in the Vietnamese educational landscape. The study concludes by highlighting the need for further research to explore these gender dynamics and their underlying causes in greater depth.
... Research into CALL teacher education has been not particularly scarce over the past decade or two, and there have recently been studies looking into how teachers are learning about technology through the use of specific learning approaches, such as competency-based learning (e.g., Egbert et al., 2019) and collaborative situated learning (e.g., Kozlova & Priven, 2015), and specific resources, such as Massive Open Online Courses (MOOCs) (e.g., Koukis & Jimoyiannis, 2019), seminars (e.g., Stockwell, 2009), training courses (e.g., O'Dowd, 2015 and online communities of practice on social media platforms (e.g., Qi & Wang, 2017). However, little is known about how language teachers are learning about technology. ...
As emerging technologies rapidly evolve, language teachers in the 21st century face an increasing challenge in determining how to integrate them in their language classrooms. A crucial element for successful technology integration is for teachers to hold sufficient proficiency in technology and adopt active attitudes towards their own professional learning. While an abundance of learning resources is currently available, much still remains unknown about what language teachers are doing to enhance their knowledge and skills in technology. The current study therefore examined how in-service language teachers are learning about technology for instructional purposes and their reasoning behind using specific learning methods. Data were collected through an initial wide-scale questionnaire (n=179), in-depth interviews (n=19), and a post-interview questionnaire (n=19). The findings suggest that the language teachers were relying on a wide variety of online materials and tools—searching the web, reading mailing lists, connecting with teachers via social media, and watching videos, among others. Due to reasons related to finances, geographical locations, time, prevailing social situations, and attitudes, they appeared to be choosing to use informal and self-directed modes of learning over formal teacher training courses. Based on the findings, the current challenges facing language teachers who are learning about technology were identified, and implications for future technology preparation in language teacher education are suggested.
Widely accessible online courses provide a feasible platform for teachers' continuous online professional learning. Learning analytics dashboards (LADs) provide fine-grained and actionable feedback that supports learners’ self-regulated learning. However, previous studies on LAD design and evaluation predominantly focused on student-facing LADs, with scarce attention on LADs designed for teacher-learners. This study introduces a LAD in an online learning platform for college teachers and conducts a preliminary evaluation with 18 participants. Results show their largely positive ratings on five criteria (e.g., perceived usefulness, ease of use, and behavioral changes) and offer feedback for further refinements of the LAD. This study will improve our understanding of LA-enabled teacher online professional learning and provide practical implications for designing and evaluating LA tools catered to teacher-learners.
This chapter critically examines the reskilling of in-service teachers and school leaders within K-12 education, addressing the challenges posed by rapid technological advances, changing student demographics, and evolving pedagogical paradigms. It underscores the necessity of holistic, continuous professional development, emphasizing blended and collaborative learning models to bridge digital competency gaps and promote inclusive pedagogies. The chapter categorizes the benefits of reskilling for both teachers and school principals, highlighting its importance in adapting to educational innovations and enhancing problem-solving abilities. It also identifies key challenges and proposes solutions, including personalized professional development and systemic changes for increased funding and policy support. Anticipating future trends, the chapter suggests a shift toward more integrated technology use, personalized development, emotional intelligence, and inclusivity in reskilling programs, aiming to foster a dynamic, responsive, and holistic educational leadership approach.
Spanish K-12 teachers participate in online social networks to share educational resources and also to socialise with other teachers. In these networks, participants connected to several groups can adopt a bridging role. In general, ‘bridging teachers’ are more participative, engaged and they help to spread information through the network. In this study, we explore how bridging teachers use Twitter and whether this use results in a better outcome in their educational practices. Three kinds of data sources were analysed: teacher interviews, teachers’ contributions on their own blogs and webpages, and teachers’ Twitter activity. The analysis provided information on the participants’ school practices, professional development, use of social networking sites and type of activity on Twitter. The results indicate that teachers acting as bridges use participatory methodologies combined with technology in their classroom and are active users of several social networking sites, although they prefer Twitter for professional matters. Regarding the use of Twitter, we have been able to identify two main patterns of interaction: one targeted at information sharing and the other focused on social relations.Published: 20 August 2018Citation: Research in Learning Technology 2018, 26: 2057 - http://dx.doi.org/10.25304/rlt.v26.2057
p class="3">Massive Open Online Courses have emerged as a popular mechanism for independent learners to acquire new knowledge and skills; however, the challenge of learning online without dedicated tutor support requires learners to self-motivate. This study explores the primary motivations reported by participants in two MOOCs: Fundamentals of Clinical Trials and Introduction to Data Science (n=970). Each MOOC drew a diverse cohort of participants ranging from professionals working in the field to students preparing to enter it. Across both MOOCs, a similar profile of primary motivations emerged, with respondents identifying the potential benefits to their current role, or future career, alongside more general responses reflecting casual interest in the topic or a simple desire to learn. Professionals were primarily motivated by current needs, describing how the course could fill gaps in their formal knowledge, broaden their skillset to increase their effectiveness at work, or enable them to innovate. Professionals also saw the benefit of MOOC study in preparing them for new roles and career progression. Students, meanwhile, used MOOC study to complement their other learning. It is clear that MOOC study represents a popular mechanism for professionals to address both current and future learning needs.</p
Why do over 90% of the learners in Massive Open Online Courses (MOOCs) never finish the course? There is a need for further studies focusing on the learners’ experiences of participating in MOOCs and factors that influence the decision to complete or drop out of the course. To deepen our understanding of why learners complete or drop out of MOOCs, we report on a qualitative case study based on in-depth interviews with 34 learners with different degrees of course completion for two MOOCs. A qualitative analysis of the interviews led to the identification of four main factors influencing dropout: (1) the learner’s perception of the course content, (2) the learner’s perception of the course design, (3) the learner’s social situation and characteristics, and (4) the learner’s ability to find and manage time effectively. How the learners conceptualized a MOOC had a strong impact on how they engaged with the contents. We discuss the implications of our results for MOOC practice in terms of time, openness and accessibility and provide recommendations for future research.
of paper accepted for IRRODL
The low completion rate for Massive Open Online Courses (MOOCs), averaging 10 % across total enrolment, highlights a need for close analysis of the underlying formative model. The methodology used here involves cooperation among MOOC participants to introduce new resources through social networks and the integration of these resources with previous teacher materials. The paper describes two MOOCs on distinct topics using this methodology and implemented on the same platform. The observed outcomes indicate increased completion rates for both courses as compared with other MOOCs developed on the same platform. Additionally, although participants in the two MOOCs differed in profile and personal goals, they reported similar perceptions of the quality of the learning experience, which was influenced by the knowledge management approach developed in the proposed methodology.
The demographics of MOOC analytics show that the great majority of learners are highly qualified professionals, and not, as originally envisaged, the global community of disadvantaged learners who have no access to good higher education. MOOC pedagogy fits well with the combination of instruction and peer community learning found in most professional development. A UNESCO study therefore set out to test the efficacy of an experimental course for teachers who need but do not receive high quality CPD, as a way of exploiting what MOOCs can do indirectly to serve disadvantaged students. The course was based on case studies around the world of ICT in primary education, and was carried out to contribute to the UNESCO Education for All goal. It used a co-learning approach to engage the primary teaching community in exploring ways of using ICT in primary education. Course analytics, forums and participant surveys demonstrated that it worked well. The paper concludes by arguing that this technology has the power to tackle the large-scale educational problem of developing the primary-level teachers needed to meet the goal of universal education.
Massive open online courses (MOOCs) have recently gained worldwide attention from educational institutes. MOOCs provide a new option for learning, yet measurable learning benefits of MOOCs still need to be investigated. Collecting data of three MOOCs at Yuan Ze University (YZU), this paper intended to classify learning behaviors among 1489 students on the MOOC platform at YZU. This study further examined learning outcomes in MOOCs by different types of learners. The Ward's hierarchical and k-means non-hierarchical clustering methods were employed to classify types of learners' behavior while they engaged in learning activities on the MOOC platform. Three types of MOOC learners were classified—active learner, passive learner, and bystander. Active learners who submitted assignments on time and frequently watched lecture videos showed a higher completion rate and a better grade in the course. MOOC learners who participated in online discussion forum reported a higher rate of passing the course and a better score than those inactive classmates. The finding of this study suggested that the first 2 weeks was a critical point of time to retain students in MOOCs. MOOC instructors need to carefully design course and detect risk behaviors of students in early of the classes to prevent students from dropping out of the course. The feature design of discussion forum is to provide peer interaction and facilitate online learning. Our results suggested that timely feedback by instructors or facilitators on discussion forum could enhance students' engagement in MOOCs.
A deluge of empirical research became available on MOOCs in 2013–2015 and this research is available in disparate sources. This paper addresses a number of gaps in the scholarly understanding of MOOCs and presents a comprehensive picture of the literature by examining the geographic distribution, publication outlets, citations, data collection and analysis methods, and research strands of empirical research focusing on MOOCs during this time period. Results demonstrate that (a) more than 80% of this literature is published by individuals whose home institutions are in North America and Europe, (b) a select few papers are widely cited while nearly half of the papers are cited zero times, and (c) researchers have favored a quantitative if not positivist approach to the conduct of MOOC research, preferring the collection of data via surveys and automated methods. While some interpretive research was conducted on MOOCs in this time period, it was often basic and it was the minority of studies that were informed by methods traditionally associated with qualitative research (e.g., interviews, observations, and focus groups). Analysis shows that there is limited research reported on instructor-related topics, and that even though researchers have attempted to identify and classify learners into various groupings, very little research examines the experiences of learner subpopulations.
This research targeted the learning preferences, goals and motivations, achievements, challenges, and possibilities for life change of self-directed online learners who subscribed to the monthly OpenCourseWare (OCW) e-newsletter from MIT. Data collection included a 25-item survey of 1,429 newsletter subscribers; 613 of whom also completed an additional 15 open-ended survey items. The 25 close-ended survey findings indicated that respondents used a wide range of devices and places to learn for their self-directed learning needs. Key motivational factors included curiosity, interest, and internal need for self-improvement. Factors leading to success or personal change included freedom to learn, resource abundance, choice, control, and fun. In terms of achievements, respondents were learning both specific skills as well as more general skills that help them advance in their careers. Science, math, and foreign language skills were the most desired by the survey respondents. The key obstacles or challenges faced were time, lack of high quality open resources, and membership or technology fees. Several brief stories of life change across different age ranges are documented. Among the chief implications is that learning something new to enhance one's life or to help others is often more important than course transcript credit or a certificate of completion.