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Journals / Turkish Online Journal of Distance Education / 2018 / Cilt: 19 - Sayı: 4

Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education

Romualdo Atibagos MABUAN
Pages
198–213
Publication Date
2018-10-01
DOI
—
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AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Andragogical and pedagogical implications are provided in the light of our MOOC experience.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Massive Open Online Courses (MOOCs) are dramatically restructuring, reshaping, and redefining the vast landscape of teaching and learning across the globe.
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Key Findings & Data:Utilizing a co-constructed narrative inquiry, this paper aimed to examine aspects of our memories, perspectives, and experiences in successfully completing Teach English Now! a 150-hour online Teaching English to Speakers of Other Languages (TESOL) Certificate Course from Arizona State University, United States of America via Coursera (www.coursera.org) as the MOOC platform.
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Conclusion & Impact:Andragogical and pedagogical implications are provided in the light of our MOOC experience.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Connectivism · cyberlearning · massive open online courses (MOOCs)

Abstract

Massive Open Online Courses (MOOCs) are dramatically restructuring, reshaping, and redefining the vast landscape of teaching and learning across the globe. With MOOCs’ ubiquity, openness, and accessibility, they have become a new platform for teacher professional development. Utilizing a co-constructed narrative inquiry, this paper aimed to examine aspects of our memories, perspectives, and experiences in successfully completing Teach English Now! a 150-hour online Teaching English to Speakers of Other Languages (TESOL) Certificate Course from Arizona State University, United States of America via Coursera (www.coursera.org) as the MOOC platform. Acting as reflective practitioners and as teachers-as-researchers, we unpacked how we traversed the massive information superhighway in our quest for teacher professional development, what it was like to be an online learner, how we saw our role, why we believe what we believe about MOOCs’ potential, and how we think all of these affect our decisions and practices in our classrooms and contexts. Data from our individual journals, individual reflections, and peer discussion revealed how MOOCs’ features such as ‘openness’ and ‘flexibility’ as afforded by ubiquitous technology, sound course design, and strong learning community support have influenced us personally, socially, and professionally, making it a practical platform for teacher professional advancement particularly in developing countries such as the Philippines. Andragogical and pedagogical implications are provided in the light of our MOOC experience.

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Cite This Article

MABUAN, R. A. (2018). Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education. Turkish Online Journal of Distance Education, Cilt: 19 - Sayı: 4, 198–213. https://ajindex.com/articles/139873

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