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What Did We Learn about Massive Open Online Courses for Teachers? A Scoping Review

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Title: What Did We Learn about Massive Open Online Courses for Teachers? A Scoping Review
Language: English
Authors: Ella Anghel, Joshua Littenberg-Tobiasi, Matthias von Davier
Source: International Review of Research in Open and Distributed Learning. 2025 26(2):130-161.
Availability: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
Peer Reviewed: Y
Page Count: 32
Publication Date: 2025
Document Type: Journal Articles
Information Analyses
Education Level: Elementary Secondary Education
Descriptors: MOOCs, Faculty Development, Technology Uses in Education, Teacher Attitudes, Teacher Participation, Inservice Teacher Education, Research Methodology, Educational Research, Elementary Secondary Education, Research Design
ISSN: 1492-3831
Abstract: The growing interest in professional development for teachers via massive open online courses (MOOCs) raises the need for identifying the existing gaps in the literature on the topic. In this literature review, we were able to identify 68 relevant studies. They mostly used mixed methods (57%) and surveys (82%), and only reported descriptive statistics (52%). They also tended to measure participants' attitudes (41%) and engagement (40%). Based on our findings, we recommend that future researchers consider additional data collection and analysis methods (e.g., clickstream data, objective performance measures) and use correlational, longitudinal, and experimental designs.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1477258
Database: ERIC
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  Data: What Did We Learn about Massive Open Online Courses for Teachers? A Scoping Review
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  Data: <searchLink fieldCode="AR" term="%22Ella+Anghel%22">Ella Anghel</searchLink><br /><searchLink fieldCode="AR" term="%22Joshua+Littenberg-Tobiasi%22">Joshua Littenberg-Tobiasi</searchLink><br /><searchLink fieldCode="AR" term="%22Matthias+von+Davier%22">Matthias von Davier</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. 2025 26(2):130-161.
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  Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org
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  Data: 32
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22MOOCs%22">MOOCs</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Participation%22">Teacher Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Inservice+Teacher+Education%22">Inservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Methodology%22">Research Methodology</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Research%22">Educational Research</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Design%22">Research Design</searchLink>
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  Data: 1492-3831
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  Data: The growing interest in professional development for teachers via massive open online courses (MOOCs) raises the need for identifying the existing gaps in the literature on the topic. In this literature review, we were able to identify 68 relevant studies. They mostly used mixed methods (57%) and surveys (82%), and only reported descriptive statistics (52%). They also tended to measure participants' attitudes (41%) and engagement (40%). Based on our findings, we recommend that future researchers consider additional data collection and analysis methods (e.g., clickstream data, objective performance measures) and use correlational, longitudinal, and experimental designs.
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  Data: 2025
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 32
        StartPage: 130
    Subjects:
      – SubjectFull: MOOCs
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Teacher Participation
        Type: general
      – SubjectFull: Inservice Teacher Education
        Type: general
      – SubjectFull: Research Methodology
        Type: general
      – SubjectFull: Educational Research
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Research Design
        Type: general
    Titles:
      – TitleFull: What Did We Learn about Massive Open Online Courses for Teachers? A Scoping Review
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          Name:
            NameFull: Ella Anghel
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            NameFull: Joshua Littenberg-Tobiasi
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            NameFull: Matthias von Davier
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              M: 01
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              Y: 2025
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            – TitleFull: International Review of Research in Open and Distributed Learning
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