Teachers’ Expectations and Perceptions of the Relevance of Professional Development MOOCs

Jaana Kristiina Herranen,Maija Katariina Aksela,Maya Kaul,Saara Lehto

doi:10.3390/educsci11050240

Jaana Kristiina Herranen, Maija Katariina Aksela + Show 2 more

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https://doi.org/10.3390/educsci11050240

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Abstract

Online professional-development courses such as massive open online courses (MOOCs) could bring relevant content to a wider base of teachers who might not otherwise have access to professional development. However, research on the relevance of such online courses is scarce. The main aim of this study is to investigate the relevance (individual, societal, and vocational) of MOOCs (mostly participatory cMOOCs) from the viewpoint of teachers now and in the future. We examined teachers’ expectations and perceptions of 10 courses before (N = 364) and after (N = 177) the courses, using an online questionnaire developed on the basis of relevance theory. According to the results, the studied teachers had positive expectations for the courses in terms of their usefulness for their prospective teaching (especially vocational relevance). Teachers’ expectations related to the usefulness of the course for the future (individual and vocational relevance) were most strongly met. Effort put into the course was connected to, for example, how the course improved the teachers’ interest. The results of this study indicate that MOOCs can serve as relevant courses for teachers’ professional development in science, mathematics, and technology education.

Highlights

Teachers’ ongoing learning is important in promoting their up-to-date knowledge and skills in their field [1,2,3]
Previous research suggested including online courses into teachers’ professional programs [4]. This was studied in the specific context of mathematics and science education [5,6], but more research is needed to understand the degree to which these courses are relevant to teachers
This study suggests that relevance theory could be applicable when teachers are studied because related concepts such as interest were used when learners [10] and teachers [11] were studied

Summary

Introduction

Teachers’ ongoing learning is important in promoting their up-to-date knowledge and skills in their field [1,2,3]. Previous research suggested including online courses into teachers’ professional programs [4]. This was studied in the specific context of mathematics and science education [5,6], but more research is needed to understand the degree to which these courses are relevant to teachers. To be able to offer MOOCs for teachers that they find relevant for their teaching, more research is needed on the topic. Previous research recommended that primary teachers take courses that support their STEM expertise so that they can integrate disciplines, have an understanding of pedagogical approaches, and be capable of connecting to real-life relevance [16]. It is important to focus on content that is linked to the teachers’ actual teaching, and which promotes active learning, the support for collaboration, models and modeling of effective practice, expert support and feedback, and reflection through sustained opportunities for professional learning [17].

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