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Participating in a MOOC and Professional Learning Team: How a Blended Approach to Professional Development Makes a Difference

, N/A, Turkey ; , , North Carolina State University, United States

Journal of Technology and Teacher Education Volume 27, Number 2, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

Massive open online course for educators (MOOC-Ed) provide opportunities for using research-based learning and teaching practices, along with new technological tools and facilitation approaches for delivering quality online professional development. The BLINDNAME MOOC-Ed course was built for preparing teachers in pedagogy for teaching statistics, and it has been offered to participants from around the world. During 2016-2017, professional learning teams (PLTs) were formed from a subset of MOOC-Ed participants. These teams met several times to share and discuss their learning and experiences. This study focused on examining the ways that a blended approach to professional development may result in similar or different patterns of engagement to those who only participate in a large-scale online course. Results show the benefits of a blended learning environment for retention, engagement with course materials, and connectedness within the online community of learners in an online professional development on teaching statistics. The findings suggest the use of PLTs for supporting a deeper and more comprehensive learning of MOOC materials. Other online professional development courses, such as MOOCs, may benefit from purposely suggesting and advertising, and perhaps facilitating, the formation of small face-to-face or virtual PLTs who commit to engage in learning together.

Citation

Akoglu, K., Lee, H. & Kellogg, S. (2019). Participating in a MOOC and Professional Learning Team: How a Blended Approach to Professional Development Makes a Difference. Journal of Technology and Teacher Education, 27(2), 129-163. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved November 22, 2019 from .