What Did We Learn about Massive Open Online Courses for Teachers? A Scoping Review
Saved in:
| 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 |
Be the first to leave a comment!
