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
