An Investigation into How Teachers are using MOOCs in their Professional Practices

Abstract

Technological advances have had a huge impact on transforming the way people communicate and disseminate knowledge. Teachers are now facing a digital challenge that requires them to provide innovative approaches which appeal to the twenty-first century learner. Furthermore, teachers are required to maintain advanced, contemporary pedagogical/theoretical knowledge to provide quality education to their students. However, traditional methods of professional development are criticised by teachers for being insufficient, fragmented and too short. Recent studies have recognised MOOCs as a promising educational solution that can complement traditional education in many ways. Although considerable numbers of teachers are enrolling in MOOCs, the literature is usually focused on learners in general and their perceptions, experiences and continuing intentions. Teacher-centric studies which address them as being an important demographic are scarce. This study sets out to examine how teachers are using MOOCs in their professional practices. It also attempts to explore teachers’ perceived incentives/barriers when employing MOOCs. A mixed-method approach was utilised to gain a comprehensive understanding of teachers’ perceptions. The results showed that teachers are using MOOCs for various educational purposes. They were mostly employing MOOCs for blended learning and professional development purposes. In light of the findings, recommendations were put forward to teachers and MOOCs’ providers to increase employment of MOOCs by teachers.