Teachers' networked professional learning with MOOCs.

Area of Science:

• Educational Technology
• Professional Development
• Online Learning

Background:

• Massive Open Online Courses (MOOCs) are increasingly utilized for large-scale professional learning globally.
• The study focuses on the "Flipped Classrooms" MOOC designed for in-service teachers in China, offered over seven iterations.
• A significant portion (16%) of learners enrolled in multiple course iterations, indicating a need to understand repeat participation.

Purpose of the Study:

• To investigate the motivations behind teachers re-taking the "Flipped Classrooms" MOOC.
• To analyze the learning engagement and patterns of MOOC re-takers.
• To explore the connections teachers make between MOOC content and their actual teaching practice.

Main Methods:

• A mixed-methods approach was employed, integrating quantitative and qualitative data.
• Data sources included registration records, surveys, performance metrics, click logs, and semi-structured interviews.
• Analysis focused on identifying reasons for re-enrollment, distinct learning patterns, and practical application of course material.

Main Results:

• Teachers re-enrolled for reasons including knowledge refreshment, grade improvement, and addressing practical teaching issues.
• Click log analysis revealed diverse learning patterns among re-takers with varying performance trajectories.
• Qualitative data provided deeper insights into the learning process and the integration of MOOC content into teaching.

Conclusions:

• MOOC re-takers exhibit varied motivations and learning behaviors, offering valuable insights into sustained professional development.
• The study underscores the potential of MOOCs to foster networked professional learning among educators.
• Findings suggest implications for designing future MOOCs to better support ongoing teacher learning and practice.