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MOOCs for Teachers: Understanding Learning in Networked Teacher Professional Development
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, Athabasca University, Canada

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

Abstract: This paper reports on research describing educational interactions that provide meaningful learning for teachers who take Massive Open Online Courses (MOOCs). Laurillard (2016) states “The problem that MOOCs are actually solving, therefore, is how to provide free education to highly qualified professionals not a problem anyone had previously thought to identify.” The MOOCs examined in this study were designed specifically for teacher professional development (TPD) using networked learning designs and technologies. Results indicate that participant discussions, resource sharing, and peer support deepened understandings of the topics presented in the MOOCs. In addition when educators have opportunities to view how other educators engage in online activities, they broaden their understanding of how online technologies can be used to support learning. In theory participation in TPD MOOCs results in professional learning relevant to participant contexts and subject areas. In practice the engagement with an online community of educators involved in a MOOC provides new ways of professional development.

Citation

Ostashewski, N. (2018). MOOCs for Teachers: Understanding Learning in Networked Teacher Professional Development. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 230-233). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved June 24, 2019 from .

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