The Effects of Participants' Engagement with Videos and Forums in a MOOC for Teachers' Professional Development

Autor/in	Bonafini, Fernanda Cesar
Titel	The Effects of Participants' Engagement with Videos and Forums in a MOOC for Teachers' Professional Development
Quelle	In: Open Praxis, 9 (2017) 4, S.433-447 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bonafini, Fernanda Cesar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2304-070X
Schlagwörter	Large Group Instruction; Online Courses; Educational Technology; Technology Uses in Education; Faculty Development; Video Technology; Teaching Methods; Regression (Statistics); Predictor Variables; Teacher Background; Integrated Learning Systems; Learning Theories; Higher Education; College Faculty; Group Discussion; Teacher Characteristics; Teacher Role; Student Role; Persistence + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Regression; Regressionsanalyse; Prädiktor; Learning theory; Lerntheorie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Gruppendiskussion; Lehrerrolle; Ausdauer
Abstract	Massive Open Online Courses (MOOCs) for teachers have emerged as a new wave of MOOCs that provide free professional development for teachers around the globe. These MOOCs for teachers often rely primarily on discussion forums and videos to drive participant engagement. Using logistic regression models this paper presents the degree to which participants' engagement with videos and forum posts can predict completion in a MOOC designed for statistics teachers' professional development. It also explores the extent to which participants' professional background can be considered as a modifier of their achievement in this MOOC. Findings indicated that the number of videos watched by participants is not significant in predicting MOOC completion. However, their participation in forums and their professional background shed light on understanding participants' engagement. The study makes recommendations for MOOC designers and facilitators regarding the importance of balanced activities to foster participants' engagement and completion in MOOCs. (As Provided).
Anmerkungen	International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: http://www.openpraxis.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01