What Do Teachers As Adult Learners Think About MOOCs? A Case Study
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.
Makalenin İndirilme Oranı
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
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.
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.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137-159.
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.
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
Hiltz, S. R. (1993). Correlates of learning in a virtual classroom. International Journal of Man-Machine Studies, 39(1), 71-98.
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.
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 & Education, 122, 260-272.
Kalogiannakis, M. (2010). Training with ICT for ICT from the trainee’s perspective. A local ICT teacher training experience. Education and Information Technologies, 15(1), 3-17. doi:10.1007/s10639-008-9079-3
Keegan, D. (1990). Foundations of distance education (2nd ed.). New York: Routledge.
Kelle, U. (1995). Computer aided qualitative data analysis. London: Sage Publications.
Kim, J. (2013). On bubbles, online education, and confused reporting. Retrieved from https://www.insidehighered.com/blogs/technology-and-learning/bubbles-online-education-and-confused-reporting
Klobas, J. E., B. Mackintosh, and J. Murphy. (2014). The anatomy of MOOCs. In P. Kim (Ed.), Massive open online courses: The MOOC revolution (pp. 1–22). New York, NY: Routledge.
Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy. NJ: Cambridge Adult Education.
Lakey, G. (2010). Facilitating group learning. Strategies for success with diverse adult learners. San Francisco: Jossey-Bass.
Landis, J. R. and Koch, G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33(1), 159-174.
Lieb, S. (1991). Principles of adult learning. Phoenix, AZ: Vision – South Mountain Community College. Retrieved May 4, 2020 from https://petsalliance.org/sites/petsalliance.org/files/Lieb%201991%20Adult%20Learning%20Principles.pdf
Liu, M., Kang, J., Cao, M., Lim, M., Ko, Y., Myers, R., and Weiss, A. S. (2014). Understanding MOOCs as an emerging online learning tool: Perspectives from the students. The American Journal of Distance Education 28(3), 147–59. doi:10.1080/08923647.2014.926145
Merriam, S.B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult and Continuing Education, 2001(89), 3-13.
Merriam, S. B., and Caffarella, R. S. (1999). Learning in adulthood (2nd ed). San Francisco: Jossey-Bass.
Moore, M. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1–6.
Navarro, P. (2000). The promise-and potential pitfalls-of cyberlearning. In R. A. Cole (Ed.), Issues in web-based pedagogy (pp.281-297). Westport, CT: Greenwood Press.
Pappano, L. (2012, November 2). The year of the MOOC. The New York Times. Retrieved from https://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html
Ponti, M. (2014). Self-directed learning and guidance in non-formal open courses. Learning, Media and Technology 39(2), 154–68. doi:10.1080/17439884.2013.799073
Powers, S.M., Davis, M., & Torrence, E. (1999, February). Person-environment interaction in the virtual classroom: An initial examination. Paper presented at the National Convention of the Association for Educational Communications and Technology, Houston, TX. (ERIC Document Reproduction Service No. ED 436 185)
Richardson, J. C., Koehler, A. A., Besser, E. D., Caskurlu, S., Lim, J., and Mueller, C. M. (2015). Conceptualizing and investigating instructor presence in online learning environments. Research in Open and Distance Learning (IRRODL), 16(3), 256-297.
Romiszowski, A. J. (2013). Topics for debate: What’s really new about MOOCs? Educational Technology, 53(4), 48–51.
Seener, J. (2002) Online learning: myths, realities, pathways to reform. Retrieved from http://www.online.uillinois.edu/oakley/Sener_16Aug02.doc
Simonson, M., S. Smaldino, M. Albright, and S. Zvacek. (2012). Teaching and learning at a distance: Foundations of distance education (5th ed). Boston, MA: Pearson.
Smith, K. R. (2003). Collaborative learning: Using digital technologies for cultural education. In N. Nistor (Ed.), Toward the virtual university: International online perspectives (pp. 219–232). Greenwich, Conn: Information Age Publishing.
Veletsianos, G. (2013). Learner experiences with MOOCs and open online learning. Hybrid Pedagogy. Retrieved from http://learnerexperiences.hybridpedagogy.com
Welsh, E. T., Wanberg, C. R., Brown, K. G. and Simmering, M. J. E. (2003). E-learning: emerging uses, empirical results and future directions. International Journal of Training and Development, 7(4), 245-258.
Yıldırım, A. and Şimşek H. (2000). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayınları.
Yin, R. K. (2012). Applications of case study research (3rd ed.). London: Sage Publications Ltd.
Zeichner, O., and Zilka, C. G. (2016). Feelings of challenge and threat among pre-service teachers studying in different learning environments – Virtual vs. Blended Courses. I-Manager’s Journal of Educational Technology, 13(1), 7–19. doi:10.26634/jet.13.1.6014
Zilka, C. G., and Zeichner, O. (2017). Forums and critical factors involved in feelings of challenge and threat among preservice teachers studying virtual and blended courses. I-Manager’s Journal of Educational Technology, 13(4), 1-13.
Zutshi, S., S. O’Hare, and A. Rodafinos. (2013). Experiences in MOOCs: The perspective of students. The American Journal of Distance Education, 27(4), 218–27. doi:10.1080/08923647.2013.838067
Telif Hakkı (c) 2020 Yaşadıkça Eğitim
Bu çalışma Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License ile lisanslanmıştır.
Sisteme yüklemiş olunan makalenin kapsamı, sunduğu bulgular ve sonucu ve yorumları konusunda Yaşadıkça Eğitim [YE] dergisi Sahibi, Editör, Editör Yardımcısı, Hakemler ve Editör Kurulu'nun hiçbir sorumluluk taşımadığını kabul ederim.
Makalenin özgün olduğunu, herhangi bir başka dergiye yayımlanmak üzere gönderilmediği, daha önce yayımlanmadığını Yaşadıkça Eğitim [YE] dergisi Editörlüğü'ne beyan ederim.
Başlığı belirtilen makalenin, 5846 sayılı Fikir ve Sanat Eserleri Yasasının 22. maddesi gereğince çoğaltma, 23. maddesi gereğince yayma ve 25. maddesi gereğince her türlü taşıyıcı materyal üzerinde veya elektronik ortamda kamuya iletim haklarını Yaşadıkça Eğitim [YE] dergisine karşılıksız, koşulsuz ve süresiz olarak devredildiği, makale ile ilgili devredilen hakların dilediği zaman, mekan ve koşullarda kullanmaya Yaşadıkça Eğitim [YE] dergisinin yayıncısı olarak İstanbul Kültür Üniversitesi'nin yetkili kılınacağını onaylarım.