SavedAdd your journal

Journals / Yaşadıkça Eğitim Dergisi / 2020 / Cilt: 34 - Sayı: 2

What Do Teachers As Adult Learners Think About MOOCs? A Case Study

Yetişkin Öğrenenler Olarak Öğretmenler MOOC’lar Hakkında Ne Düşünüyor? Bir Durum Çalışması

Rabia VEZNE
Pages
491–502
Publication Date
2022-11-06
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

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

Finally, the reasons of teachers’ motivation to attend more MOOCs are that MOOCs are easy to reach, suitable for personal learning speed, and economic.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The aim of this research was to understand and interpret the opinions of teachers as adult learners on MOOCs regarding the effect of MOOC on their personal and professional development, and their motivation to attend more MOOC.
📊
Key Findings & Data:The research is a qualitative study with a holistic single case study design.
💡
Conclusion & Impact:Finally, the reasons of teachers’ motivation to attend more MOOCs are that MOOCs are easy to reach, suitable for personal learning speed, and economic.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The aim of this research was to understand and interpret the opinions of teachers as adult learners on MOOCs regarding the effect of MOOC on their personal and professional development, and their motivation to attend more MOOC. The research is a qualitative study with a holistic single case study design. Data were collected by semi-structured questions via the Google Form. At the end of the research, conclusions emerged under three themes. The first one was that the effects of MOOC on teachers’ personal development are learning new things and gaining self-confidence. The second one was that the effects of MOOC on teachers’ professional development are improving teaching and communication skills, and having a different perspective. Finally, the reasons of teachers’ motivation to attend more MOOCs are that MOOCs are easy to reach, suitable for personal learning speed, and economic.

Özet

Bu araştırmanın amacı yetişkin öğrenenler olarak öğretmenlerin MOOC’lar hakkındaki kişisel ve mesleki gelişimlerine olan etkisi ve daha fazla MOOC’a katılım için motivasyonları başlıkları altında görüşlerini anlamak ve yorumlamaktır. Araştırma bütüncül tekli desenli nitel bir durum çalışmasıdır. Veriler Google Form aracılığıyla yarı yapılandırılmış görüşme soruları ile toplanmıştır. Araştırma sonunda, sonuçlar üç başlık altında değerlendirilmiştir. İlk olarak MOOC’ların öğretmenlerin kişisel gelişimine olan etkisi yeni şeyler öğrenmek ve özgüven kazanmak olarak belirtilmiştir. İkinci olarak MOOC’ların öğretmenlerin mesleki gelişimine olan etkisi öğretim ve iletişim becerilerinin geliştirilmesi ve farklı bakış açısı kazandırması olarak belirtilmiştir. Son olarak, öğretmenlerin daha fazla MOOC’a katılımları için motivasyonlarının sebebi olarak MOOC’ların erişiminin kolay olması, kişisel öğrenme hızına uygun olması ve ekonomik olması gösterilmiştir.

🔖

Cite This Article

VEZNE, R. (2022). What Do Teachers As Adult Learners Think About MOOCs? A Case Study. Yaşadıkça Eğitim Dergisi, Cilt: 34 - Sayı: 2, 491–502. https://ajindex.com/articles/646556

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Allen, I., and J. Seaman. (2015). Grade level: Tracking online education in the United States. Massachusetts: Babson Survey Research Group. Retrieved from https://www.onlinelearningsurvey.com/reports/gradelevel.pdf
  2. Arbaugh, J. B. (2000). Virtual classroom characteristics and student satisfaction with internet based MBA courses. Journal of Management Education 24(1), 32–54. doi:10.1177/105256290002400104 Bailey, B. L., Bauman, C., and Lata, K.A. (1998, May). Student retention and satisfaction: The evolution of a predictive model. Paper presented at the meeting of the Association for Institutional Research Conference, Minneapolis, MN. (ERIC Document Reproduction Service No. ED424797) Bolliger, D. U., and T. Martindale. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-Learning 3(1), 61–67.
  3. Buckley, K. M. (2003). Evaluation of classroom-based, web-enhanced, and web-based distance learning nutrition courses for undergraduate nursing. The Journal of Nursing Education, 42(8), 367–370.
  4. Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137-159.
  5. Cohen, L., Mannion, L. and Morrıson, K. (2007). Research methods in education. UK: Routledge, Taylor & Francis Group. Cormier, D., and Siemens, G. (2010). Through the open door: Open courses as research, learning, and engagement. EDUCAUSE Review, 45(4), 30-39.
  6. Creswell, J.W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.). London: Sage Publications Ltd. Gameel, B. G. (2017). Learner satisfaction with massive open online courses. The American Journal of Distance Education, 31(2), 98-111. doi: 10.1080/08923647.2017.1300462 Gelişli, Y. (2015). Uzaktan eğitimde öğretmen yetiştirme uygulamaları: Tarihçe ve gelişim. Journal of Research in Education and Teaching, 4(3), 313-321. Retrieved from http://www.jret.org/FileUpload/ks281142/File/34.yucel_gelisli.pdf
  7. Hiltz, S. R. (1993). Correlates of learning in a virtual classroom. International Journal of Man-Machine Studies, 39(1), 71-98.
  8. Huang, L., Zhang, J., and Liu, Y. (2017). Antecedents of student MOOC revisit intention: Moderation effect of course difficulty. International Journal of Information Management, 37(2), 84–91.
  9. Joo, Y. J., So, H-J., & Kim, N.H. (2018). Examination of relationships among students' self-determination, technology acceptance, satisfaction, and continuance intention to use K-MOOCs. Computers & E