Item history (LFriese, Sat Dec 17 2022 18:40:24 GMT+0000 (GMT))

TY - RPRT
TI - MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC
AU - Wang, Qiong
AU - Chen, Bodong
AU - Fan, Yizhou
AU - Zhang, Guogang
AB - 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 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 teacher-learners’ 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.
CY - Beijing, China
DA - 2018///
PY - 2018
DP - Google Scholar
PB - Peking University
UR - http://dl4d.org/wp-content/uploads/2018/05/China-MOOC.pdf
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - __:study_id:2425977
KW - __finaldtb
KW - ⛔ No DOI found
KW - tpdsysrev_potential_duplicate
ER -

TY - RPRT
TI - MOOCs as an alternative for teacher professional development: examining learner persistence in one Chinese MOOC
AU - Wang, Qiong
AU - Chen, Bodong
AU - Fan, Yizhou
AU - Zhang, Guogang
AB - 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 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 teacher-learners’ 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.
CY - Beijing, China
DA - 2018///
PY - 2018
DP - Google Scholar
PB - Peking University
UR - http://dl4d.org/wp-content/uploads/2018/05/China-MOOC.pdf
L1 - https://digital.fundacionceibal.edu.uy/jspui/bitstream/123456789/242/1/China-MOOC.pdf
L2 - https://digital.fundacionceibal.edu.uy/jspui/handle/123456789/242
KW - ⛔ No DOI found
KW - __:import:01
KW - __:match:final
KW - __:matched
KW - tpdsysrev_potential_duplicate
KW - __:study_id:2425977
KW - __finaldtb
ER -

group: 2405685

itemKey: S4HRXBMD

itemKeyOld: 3UKER6KZ

item.extra: Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2405685:S4HRXBMD 2534378:KW6CG8KS 2534378:WIIQZEB5

itemOLD.extra: Publisher: Foundation for Information Technology Education and Development, Inc.(FIT-ED) KerkoCite.ItemAlsoKnownAs: 2339240:8MN7IEZ9 2405685:3UKER6KZ 2534378:KW6CG8KS 2534378:WIIQZEB5