MOOCs as an Alternative for Teacher Professional Development. Examining Learner Persistence in One Chinese MOOC
Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regar...
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| Үндсэн зохиолч: | |
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| Бусад зохиолчид: | , , |
| Формат: | book |
| Хэл сонгох: | англи |
| Хэвлэсэн: |
2018
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| Нөхцлүүд: | |
| Онлайн хандалт: | https://hdl.handle.net/20.500.12381/398 |
| Шошгууд: |
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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| _version_ | 1868890225091018752 |
|---|---|
| author | Wang, Qion |
| author2 | Chen, Bodong Fan, Yizhou Zhang, Guogang |
| author2_role | author author author |
| author_browse | Chen, Bodong Fan, Yizhou Wang, Qion Zhang, Guogang |
| author_facet | Wang, Qion Chen, Bodong Fan, Yizhou Zhang, Guogang |
| author_role | author |
| collection | Ceibal en REDI |
| dc.creator.none.fl_str_mv | Wang, Qion Chen, Bodong Fan, Yizhou Zhang, Guogang |
| dc.date.none.fl_str_mv | 2018-07-10T14:11:45Z 2018-07-10T14:11:45Z 2018 2020-10-28T19:26:32Z 2020-10-28T19:26:32Z 2021-09-07T18:47:03Z 2021-09-07T18:47:03Z |
| dc.format.none.fl_str_mv | 27p. |
| dc.identifier.none.fl_str_mv | Wang, Q., Chen, B., Fan, Y., & Zhang, G. (2018). MOOCs as an alternative for teacher professional development: Examining learner persistence in one Chinese MOOC. Beijing, China: Peking University. https://hdl.handle.net/20.500.12381/398 |
| dc.language.none.fl_str_mv | eng |
| dc.publisher.none.fl_str_mv | Foundation for Information Technology Education and Development, Inc. (FIT-ED) |
| dc.rights.none.fl_str_mv | Acceso abierto info:eu-repo/semantics/openAccess Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND) |
| dc.source.none.fl_str_mv | reponame:Ceibal en REDI instname:Fundación Ceibal instacron:Fundación Ceibal |
| dc.subject.none.fl_str_mv | MOOC Teacher professional development Persistent teacher-learners Self-regulated learning Desarrollo profesional docente Profesores-alumnos persistentes Aprendizaje autoregulado Ciencias Sociales Ciencias de la Educación Enseñanza híbrida Educación basada en competencias docentes Aprendizaje virtual Formación docente |
| dc.title.none.fl_str_mv | MOOCs as an Alternative for Teacher Professional Development. Examining Learner Persistence in One Chinese MOOC |
| dc.type.none.fl_str_mv | Libro info:eu-repo/semantics/book Publicado info:eu-repo/semantics/publishedVersion |
| description | Massive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent Keywords: MOOC, teacher professional development, persistent teacher-learners, self-regulated learning teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacherlearners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs. |
| eu_rights_str_mv | openAccess |
| format | book |
| id | anni_ec9be78bd0bb7bbb2ed626148089d25b |
| identifier_str_mv | Wang, Q., Chen, B., Fan, Y., & Zhang, G. (2018). MOOCs as an alternative for teacher professional development: Examining learner persistence in one Chinese MOOC. Beijing, China: Peking University. |
| instacron_str | Fundación Ceibal |
| institution | Fundación Ceibal |
| instname_str | Fundación Ceibal |
| language | eng |
| network_acronym_str | anni |
| network_name_str | oai-lr-anni |
| oai_identifier_str | oai:redi.anii.org.uy:20.500.12381/398 |
| publishDate | 2018 |
| publishDateSort | 2018 |
| publisher.none.fl_str_mv | Foundation for Information Technology Education and Development, Inc. (FIT-ED) |
| reponame_str | Ceibal en REDI |
| repository.mail.fl_str_mv | |
| repository.name.fl_str_mv | |
| repository_id_str | |
| rights_invalid_str_mv | Acceso abierto Reconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND) |
| spelling | MOOCs as an Alternative for Teacher Professional Development. Examining Learner Persistence in One Chinese MOOCWang, QionChen, BodongFan, YizhouZhang, GuogangMOOCTeacher professional developmentPersistent teacher-learnersSelf-regulated learningDesarrollo profesional docenteProfesores-alumnos persistentesAprendizaje autoreguladoCiencias SocialesCiencias de la EducaciónEnseñanza híbridaEducación basada en competencias docentesAprendizaje virtualFormación docenteMassive Open Online Courses (MOOCs) have developed into a significant international movement, showing great promise in addressing equity, quality, and efficiency issues in global education. To date, many MOOCs have been developed specifically for teacher professional development (TPD). In this regard, an important empirical question remains to be addressed: How and to what extent can MOOCs support equity, quality, and efficiency in teacher professional development? To help fill this knowledge gap, this study, conducted from 2014 to 2016, focused on persistent teacher-learners in a TPD MOOC that was offered for seven consecutive rounds by the X-Learning Center of Peking University. The study found that more than 15% of the 105,383 teachers who enrolled in this MOOC were persistent teacher-learners, defined as learners who enrolled in multiple rounds. Data analysis showed that these persistent Keywords: MOOC, teacher professional development, persistent teacher-learners, self-regulated learning teacher-learners had diverse motivations for re-enrollment, including refreshing conceptual understanding, achieving higher scores, earning course certification, and discussing practical problems. The study also found that the persistent teacher learners developed self-regulated learning skills in the course of multiple rounds of the MOOC and showed significantly higher learning achievement than one-time enrollees. Qualitative and quantitative analysis of both clicklog data and interview data revealed additional insights into the persistent teacherlearners’ learning within the MOOC and their real-world teaching practice beyond the MOOC. Overall, this study contributes to an improved understanding of the potential of MOOCs as an alternative TPD delivery mode in developing countries and sheds light on the future design of effective TPD through MOOCs.This work was created with financial support from the UK Government’s Department for International Development and the International Development Research Centre, Canada. The views expressed in this work are those of the authors and do not necessarily represent those of the UK Government’s Department for International Development; the International Development Research Centre, Canada or its Board of Governors; or the Foundation for Information Technology Education and DevelopmentFoundation for Information Technology Education and Development, Inc. (FIT-ED)2018-07-10T14:11:45Z2020-10-28T19:26:32Z2021-09-07T18:47:03Z2018-07-10T14:11:45Z2020-10-28T19:26:32Z2021-09-07T18:47:03Z2018Libroinfo:eu-repo/semantics/bookPublicadoinfo:eu-repo/semantics/publishedVersion27p.Wang, Q., Chen, B., Fan, Y., & Zhang, G. (2018). MOOCs as an alternative for teacher professional development: Examining learner persistence in one Chinese MOOC. Beijing, China: Peking University.https://hdl.handle.net/20.500.12381/398reponame:Ceibal en REDIinstname:Fundación Ceibalinstacron:Fundación CeibalengAcceso abiertoinfo:eu-repo/semantics/openAccessReconocimiento-NoComercial-SinObraDerivada 4.0 Internacional. (CC BY-NC-ND)oai:redi.anii.org.uy:20.500.12381/3982026-06-16T05:15:34Z |
| spellingShingle | MOOCs as an Alternative for Teacher Professional Development. Examining Learner Persistence in One Chinese MOOC Wang, Qion MOOC Teacher professional development Persistent teacher-learners Self-regulated learning Desarrollo profesional docente Profesores-alumnos persistentes Aprendizaje autoregulado Ciencias Sociales Ciencias de la Educación Enseñanza híbrida Educación basada en competencias docentes Aprendizaje virtual Formación docente |
| status_str | publishedVersion |
| title | MOOCs as an Alternative for Teacher Professional Development. Examining Learner Persistence in One Chinese MOOC |
| title_full | MOOCs as an Alternative for Teacher Professional Development. Examining Learner Persistence in One Chinese MOOC |
| title_fullStr | MOOCs as an Alternative for Teacher Professional Development. Examining Learner Persistence in One Chinese MOOC |
| title_full_unstemmed | MOOCs as an Alternative for Teacher Professional Development. Examining Learner Persistence in One Chinese MOOC |
| title_short | MOOCs as an Alternative for Teacher Professional Development. Examining Learner Persistence in One Chinese MOOC |
| title_sort | MOOCs as an Alternative for Teacher Professional Development. Examining Learner Persistence in One Chinese MOOC |
| topic | MOOC Teacher professional development Persistent teacher-learners Self-regulated learning Desarrollo profesional docente Profesores-alumnos persistentes Aprendizaje autoregulado Ciencias Sociales Ciencias de la Educación Enseñanza híbrida Educación basada en competencias docentes Aprendizaje virtual Formación docente |
| url | https://hdl.handle.net/20.500.12381/398 |