Who is taking MOOCs for teachers' professional development on the use of ICT?: A cross-sectional study from Spain

J Castano-Munoz; M Kalz; K Kreijns; Y Punie

doi:10.1080/1475939X.2018.1528997

Who is taking MOOCs for teachers' professional development on the use of ICT? A cross-sectional study from Spain

J Castano-Munoz^*, M Kalz, K Kreijns, Y Punie

^*Corresponding author for this work

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers’ professional development on the use of ICT for teaching and learning. The analysis is focused on (a) the sociodemographic and school characteristics of the teachers participating in MOOCs; (b) their experience and beliefs about lifelong learning; and (c) the relevance of MOOCs for their work. By contrasting the characteristics of the participants in this initiative with the characteristics of the whole population of teachers in Spain, and a sample of Spanish participants in MOOCs not aimed at TPD, the article sheds light on the specificities of the teachers who use this way of TPD. The results have implications for the design of programmes aimed to develop MOOCs for TPD.

Original language	English
Pages (from-to)	607-624
Number of pages	18
Journal	Technology Pedagogy and Education
Volume	27
Issue number	5
DOIs	https://doi.org/10.1080/1475939X.2018.1528997
Publication status	Published - 20 Oct 2018

Keywords

MOOCs
Massive Open Online Courses
Open education
Professional development
Teacher training

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10.1080/1475939X.2018.1528997Licence: CC BY

Cite this

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abstract = "Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers{\textquoteright} professional development on the use of ICT for teaching and learning. The analysis is focused on (a) the sociodemographic and school characteristics of the teachers participating in MOOCs; (b) their experience and beliefs about lifelong learning; and (c) the relevance of MOOCs for their work. By contrasting the characteristics of the participants in this initiative with the characteristics of the whole population of teachers in Spain, and a sample of Spanish participants in MOOCs not aimed at TPD, the article sheds light on the specificities of the teachers who use this way of TPD. The results have implications for the design of programmes aimed to develop MOOCs for TPD.",

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AU - Kalz, M

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AU - Punie, Y

PY - 2018/10/20

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AB - Research on the use of Massive Open Online Courses (MOOCs) for teacher professional development (TPD) and the characteristics of their participants is scarce. This article presents a case of a MOOC initiative supported by the Spanish Ministry of Education aiming at teachers’ professional development on the use of ICT for teaching and learning. The analysis is focused on (a) the sociodemographic and school characteristics of the teachers participating in MOOCs; (b) their experience and beliefs about lifelong learning; and (c) the relevance of MOOCs for their work. By contrasting the characteristics of the participants in this initiative with the characteristics of the whole population of teachers in Spain, and a sample of Spanish participants in MOOCs not aimed at TPD, the article sheds light on the specificities of the teachers who use this way of TPD. The results have implications for the design of programmes aimed to develop MOOCs for TPD.

KW - MOOCs

KW - Massive Open Online Courses

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KW - Professional development

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Who is taking MOOCs for teachers' professional development on the use of ICT? A cross-sectional study from Spain

Abstract

Keywords

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