MOOCs in Initial Teacher Training

2015 ◽  
pp. 222-249
Author(s):  
Carlos Monge López ◽  
Patricia Gomez Hernández ◽  
David Montalvo Saborido
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
Future Teachers ◽  
Educational Training ◽  
Education Practice ◽  
Teachers Attitudes ◽  
Insight Into

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teaching of Primary Education and Master in Training Teachers of Secondary Education (n=145). The results indicate that a large part of the sample confirm not that they do not know anything about MOOCs. The chapter concludes that universities need to train future teachers in MOOC culture. Keeping the focus on the book section “RIA and education practice of MOOCs”, this chapter provides a valuable research insight into the topic of “educational training design.”

MOOCs in Initial Teacher Training

2016 ◽  
pp. 702-727
Author(s):  
Carlos Monge López ◽  
Patricia Gómez Hernández ◽  
David Montalvo Saborido
Keyword(s):  
Higher Education ◽  
Teacher Training ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
Future Teachers ◽  
Educational Training ◽  
Education Practice ◽  
Teachers Attitudes ◽  
Insight Into

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses may be a supplementary resource in higher education that can fill fields of knowledge which the curriculum could not encompass. In addition, this type of course can contribute significantly to both initial and continuing teacher training. For this reason, understanding students' perspectives on MOOCs is essential. For this reason a questionnaire was administered to students of the Bachelor in Teaching of Childhood Education, Bachelor in Teaching of Primary Education and Master in Training Teachers of Secondary Education (n=145). The results indicate that a large part of the sample confirm not that they do not know anything about MOOCs. The chapter concludes that universities need to train future teachers in MOOC culture. Keeping the focus on the book section “RIA and education practice of MOOCs”, this chapter provides a valuable research insight into the topic of “educational training design.”

Deceptive Promises

2016 ◽  
pp. 691-701
Author(s):  
Stefan Popenici
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
University Administrators ◽  
Press Releases ◽  
Educational Training ◽  
Education Practice ◽  
The Impact

Since 2011, massive open online courses (MOOCs) fired the imagination of the general public as well as the academics, university administrators and investors alike. This chapter is an analysis of the main promises and expectations associated with MOOCs in higher education. This analysis is largely informed by a literature review of new extensive research reports, press releases, media articles, scholarly blogs and academic papers. Considering costs and benefits, ethical aspects and the impact on the landscape of higher education, the author explores whether MOOCs stay consistent with their initial promises and rhetoric. This chapter continues the discussion on the book section ‘RIA and education practice of MOOCs,' with the particular focus on the topic of ‘educational training design.'

Deceptive Promises

2015 ◽  
pp. 158-167 ◽  
Author(s):  
Stefan Popenici
Keyword(s):  
Higher Education ◽  
Literature Review ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
University Administrators ◽  
Press Releases ◽  
Educational Training ◽  
Education Practice ◽  
The Impact

Since 2011, massive open online courses (MOOCs) fired the imagination of the general public as well as the academics, university administrators and investors alike. This chapter is an analysis of the main promises and expectations associated with MOOCs in higher education. This analysis is largely informed by a literature review of new extensive research reports, press releases, media articles, scholarly blogs and academic papers. Considering costs and benefits, ethical aspects and the impact on the landscape of higher education, the author explores whether MOOCs stay consistent with their initial promises and rhetoric. This chapter continues the discussion on the book section ‘RIA and education practice of MOOCs,' with the particular focus on the topic of ‘educational training design.'

What is Best for the Learner?

2015 ◽  
pp. 142-157 ◽  
Author(s):  
Carole A. Bagley ◽  
Janet Weisenford
Keyword(s):  
Online Courses ◽  
Massive Open Online Courses ◽  
Training Design ◽  
Educational Training ◽  
Education Practice ◽  
Learner Performance ◽  
Multiple Factors ◽  
On Line ◽  
Instruction And Learning

Massive Open Online Courses or MOOCs are increasing in use by universities, corporations and other organizations. The quality of instruction and learning is an ongoing topic of debate as to whether MOOCs are effective for learning. What is best for the learner is determined by multiple factors. This chapter looks at what is best for the learner and whether MOOCs are the answer. The authors examine each of the factors that impact what is best for the learner. Each of the factors (accessibility, cost to the learner, quality of instructional design, learner performance, and acquiring on-line collaboration methods and resources) are described and are followed by a discussion of the issues, controversies and problems associated with each factor. This chapter takes up the discussion on the book section ‘RIA and education practice of MOOCs,' with the particular focus on the topic of ‘educational training design.'

Teacher, Students, and MOOCs

2018 ◽  
pp. 1623-1648
Author(s):  
Carlos Monge López ◽  
Patricia Gómez Hernández
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Elementary Teacher Education ◽  
Future Teachers ◽  
Teacher Students ◽  
Service Training ◽  
Education Degree ◽  
Teachers Attitudes

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses are a supplementary resource in Higher Education that can fill fields of knowledge in which the curriculum could not encompass. In addition, these types of courses can contribute significantly to teachers, both in initial and in-service, training. For this reason, the students' perspectives towards MOOCs are essential in these terms. In this way, fundamentally a questionnaire was administered to the students in the Degree in Teaching of Childhood Education, Degree in Teaching of Primary Education, and Masters Degree in Teacher Training of Secondary Education (n=145). The results indicated that a large part of the sample confirmed that they did not know anything about MOOCs. Therefore, Universities need to train competent future teachers in MOOCs culture. This chapter provides insights into the topic of advancing next generation elementary teacher education through digital tools and applications.

Teacher, Students, and MOOCs

2017 ◽  
pp. 218-243
Author(s):  
Carlos Monge López ◽  
Patricia Gómez Hernández
Keyword(s):  
Higher Education ◽  
Teacher Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Elementary Teacher Education ◽  
Future Teachers ◽  
Teacher Students ◽  
Service Training ◽  
Education Degree ◽  
Teachers Attitudes

The main aim of this research is to understand future teachers' attitudes, knowledge and needs about Massive Open Online Courses (MOOCs). These courses are a supplementary resource in Higher Education that can fill fields of knowledge in which the curriculum could not encompass. In addition, these types of courses can contribute significantly to teachers, both in initial and in-service, training. For this reason, the students' perspectives towards MOOCs are essential in these terms. In this way, fundamentally a questionnaire was administered to the students in the Degree in Teaching of Childhood Education, Degree in Teaching of Primary Education, and Masters Degree in Teacher Training of Secondary Education (n=145). The results indicated that a large part of the sample confirmed that they did not know anything about MOOCs. Therefore, Universities need to train competent future teachers in MOOCs culture. This chapter provides insights into the topic of advancing next generation elementary teacher education through digital tools and applications.

Redefining the Classroom

2018 ◽  
pp. 693-708
Author(s):  
Shikha Gupta ◽  
Sheetal Taneja ◽  
Naveen Kumar
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Conclusive Evidence ◽  
Training Design ◽  
Educational Training ◽  
Higher Education System ◽  
Education Practice ◽  
Meta Analyses ◽  
Start Ups ◽  
The Impact

The printing technology revolutionized the dissemination of knowledge at a pace never conceived of earlier. In recent times, radio and television brought education within the reach of masses. More recently, the multimedia technology, and Internet have revolutionized the delivery of education. Top universities of the world have collaborated to develop massive open online courses (MOOCs) that are made available to public either free of charge or at a nominal cost. Mainly supported by start-ups such as Coursera, Udacity, and EdX, MOOCs are mostly created by universities in United States and Europe. This essay reviews the impact of these changes on higher education using available reports, articles, and meta-analyses. Although there is no conclusive evidence of the impact of MOOCs, there is a strong possibility of MOOCs leaving a lasting mark on the traditional higher education system. This chapter falls within the book section ‘RIA and education practice of MOOCs,' aligning to the discussion on the topic of ‘educational training design.'

The Evolution of Online Learning and Related Tools and Techniques toward MOOCs

2015 ◽  
pp. 212-221
Author(s):  
Drew Parker ◽  
Kamal Masri
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Postsecondary Education ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Online Learning Environment ◽  
Training Design ◽  
Educational Training ◽  
Education Practice ◽  
Tools And Techniques

The latest development in the online learning environment, Massive Open Online Courses, dubbed ‘MOOC,' has garnered considerable attention both within and without the academy. This chapter discusses tools and technologies that can support the development of a MOOC, and concludes with commentary about the potential for such a development to continue into mainstream postsecondary education. This chapter delivers a small yet meaningful contribution to the discussion within the book section ‘RIA and education practice of MOOCs,' aligning to the discussion on the topic of ‘educational training design.'

Redefining the Classroom

2015 ◽  
pp. 168-182 ◽  
Author(s):  
Shikha Gupta ◽  
Sheetal Taneja ◽  
Naveen Kumar
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Conclusive Evidence ◽  
Training Design ◽  
Educational Training ◽  
Higher Education System ◽  
Education Practice ◽  
Meta Analyses ◽  
Start Ups ◽  
The Impact

The printing technology revolutionized the dissemination of knowledge at a pace never conceived of earlier. In recent times, radio and television brought education within the reach of masses. More recently, the multimedia technology, and Internet have revolutionized the delivery of education. Top universities of the world have collaborated to develop massive open online courses (MOOCs) that are made available to public either free of charge or at a nominal cost. Mainly supported by start-ups such as Coursera, Udacity, and EdX, MOOCs are mostly created by universities in United States and Europe. This essay reviews the impact of these changes on higher education using available reports, articles, and meta-analyses. Although there is no conclusive evidence of the impact of MOOCs, there is a strong possibility of MOOCs leaving a lasting mark on the traditional higher education system. This chapter falls within the book section ‘RIA and education practice of MOOCs,' aligning to the discussion on the topic of ‘educational training design.'

Challenges about MOOCs in Teacher Training

2016 ◽  
pp. 1268-1288
Author(s):  
Patricia Gómez Hernández ◽  
Carlos Monge López ◽  
Alba García Barrera
Keyword(s):  
Professional Development ◽  
Teacher Training ◽  
Case Studies ◽  
Open University ◽  
Training Design ◽  
Educational Training ◽  
Education Practice ◽  
Current State ◽  
State Of Affairs ◽  
Great Knowledge

MOOCs seem to be a good way to deliver training to a large number of teachers and to facilitate their professional development in those areas whose skills are scarce, requires an update or needs further deepening. In this chapter a test is carried out to make an approach to the current state of affairs, taking sample students from an on-site university and an open university. This study also allows investigating if there may be differences between both groups. Using case studies, a questionnaire was administered to 37 pre-service teachers, showing a relative great knowledge about MOOCs by participants. In conclusion, the studied universities must design, develop and divulgate these courses as a pedagogical resource for initial and continuous teacher training. This chapter completes the book section with discussion on research involving ‘RIA and education practice of MOOCs', as such it provides a fitting commentary for the topic of ‘educational training design'.

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