The role of MOOCs in helping teachers reflect on their teaching practicesMohamed Saoudi

Rationale

Many institutions and organizations have started offering MOOCs to a wide

population around the globe as a means of professional development. Online

communities are one of the instruments for learners to interact and discuss.

This can justify the interest in MOOCs as the best method to help novice

teachers grow professionally.

Adult learning is seen as the appropriate approach that can enhance teachers’

professional development, while online communities are seen as the best way

to understand what can help adult learners to advance and enrich their

knowledge.

Previous research conducted on MOOCs and its relation to adult education

indicates that there is a scarcity of literature dealing with the implementation

of adult education in online communities as a tool for professional

development.

Thus, it is necessary for the development of the field of education to conduct

more research on adult learners’ attitudes. Particularly, a study that will

investigate the role of MOOCs in helping teachers reflect upon their teaching

practices.

The purpose of this research study is to investigate the role of MOOCs in

helping teachers reflect on their teaching practices. It aims at examining the

extent to which MOOCs can boost learners’ professional development. The

aim of this study thus is to respond to the lack of workshops and training

session for teachers in the Moroccan context.

Abstract This paper presents an instructional method for examining the impact of taking

the “Teach English Now! Second Language Reading, Writing, and Grammar” course

offered by Arizona State University on Coursera. This course is introduced as part of

professional development for the teachers of two language centers, namely Calliope and

International House Language in Casablanca. The purpose of this qualitative study is to

examine how teachers reflect on their teaching practices. The study uses the five principles

of David Knowles’s theory of adult learning to identify the different variables that affect

the performance of the learners while taking this course.

Methodology

Participants

•13 teachers (N = 13).

•5 male and 7 female teachers representing two language centers (Calliope/

International House).

Data Collection Procedures

This study uses Google docs to collect data set that represents teachers of 2

language centers (Calliope/Ih). This includes 13 teachers aged between 20-

40 including both males and females. The survey collected data covering a

rich array of variables:

1.How teachers perceive MOOCs.

2.Teachers’ attitudes towards MOOCs.

3.Teachers’ behavior while taking MOOCs.

4.How teachers use and learn from MOOCs.

5.Teachers as adult learners.

6.The influence of MOOCs on teachers’ reflection upon their teaching

practices.

The survey asked teachers to indicate their preferences in regards to a

number of contextual variables, including:

1.Attitudes

2.Familiarity

3.Situation

4.Purpose

Findings and discussion

The findings show that the majority of teachers hold positive attitudes

towards MOOCs.

4 teachers out of 13 said that they were not familiar with MOOCs. Teachers

who were not familiar are more experienced and aged (more than 40).

Most teachers said that they have enrolled in more than one MOOC, but

they quit very often because they do not have enough time to do the

assignments.

Teachers who have never enrolled in a MOOC are those who are not

familiar with MOOCs.

The majority of participants admitted that they do not do the assignments

and quizzes, but they only download the material for later use.

The results show that teachers behave like adult learners while taking

MOOCs.

All participants claimed that they are independent, self- oriented and self-

directed learners who connect experience with new acquired knowledge.

Most of them said that motivation is very important to learn. However, some

participants claimed that intrinsic and extrinsic motivation are inseparable.

This findings can be understood in the light of adult learning

theory(Andragogy by Knowles ).

The results revealed also that the participants have learnt the importance of

STR ; they identified ineffective teaching practices.

All teachers revealed that they appreciate the course and this is the first step

of reflective teaching (Jack Richards ).

Conclusion and Recommendations

Although MOOCs have positioned themselves as a new medium of

learning for many Moroccan teachers of English, it is still early to decide

whether MOOCs are going to play a significant role in teachers’ training

and teachers’ professional development.

The findings of this study show that there is a wide array of variables that

shape the attitudes of teachers towards MOOCs, including individual,

contextual and situational variables.

Limitations of the study

This study is unique since it investigates the impact of taking MOOCs on

Moroccan English teachers’ reflection upon their teaching practices, but it

has limitations since the number of the participants does not represent all

Moroccan teachers of English and, therefore, cannot be generalizable.

The questionnaire is only diffused online and there is a risk in the way

people would address the questionnaire.

Recommendations

In this respect, a comprehensive study is recommended to fully understand

the role of MOOCs in helping teachers of English reflect on their teaching

practices.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

I completely disagree

I disagree

Neutral

I agree

I completely agree

4

5

4

9

1

3 2

6

5

5

7

1

Teachers' Attitudes towards MOOCs

I am familiar with MOOCs I have never heard of MOOCs I find MOOCs interesting learning platforms I intend to share these MOOCs with other

0

1

2

3

4

5

6

I completely disagree I disagree Neutral I agree I completely agree

Teachers' perception of MOOCs

Enrolled in more than 1 MOOC Ennrolled and I quit every time I will go back to take this course I have completed some MOOCs I earned certificate from MOOCs

0

2

4

6

8

10

12

This course helped me

to reflect on my teaching

habits

I took notes for possible

improvement of my

teaching

The course reminded my

of the importance of

TSR

I have identified bad

teaching habits

I will constantly ask for

feedback from other

teachers

This course is useless

Reflective Teaching Practices

I comletely

disagree

I disagree

Neutral

I agree

I completely

agree

0

2

4

6

8

10

12

14

I know why I

should take this

course

I am an

independent

learner

I am self-directed

learner

I use my

experience to

acquire new

knwoledge

I know why I

should learn

I know when I am

ready to learn

I want to acquire

new knowledge

I motivated to

complete this

course

I am intrinsically

motivated to take

this MOOC

3

1

4

1

3 34

6

78

7

4

4

4

6

6

4

65 5 5

8

6

43

Teachers' as Adult learners

I completely disagree I disagree Neutral I agree I completely agree