Archives
Current issue
About
About us
Aims and Scope
Abstracting and Indexing
Editorial Office
Open Access Policy
Publication Ethics
Journal History
Publisher
Follow us: Twitter
Contact
For Authors
Editorial Policy
Peer Review Policy
Manuscript Preparation Guidelines
Copyright & Licencing
Publication Fees
Fee Waiver Policy for Doctoral Students
EJMSTE Language Editing Service
More
Statistics
Special Issues
Special Issue Announcements
Published Special Issues
RESEARCH PAPER
Investigating In-service Elementary School Teachers’ Satisfaction with Participating in MOOC for Teaching Biological Concepts
1
Department of Molecular Biology & Genetics, Democritus University of Thrace, Laboratory of Teaching and Professional Development of Bioscientists, GREECE
Publication date: 2021-02-25
EURASIA J. Math., Sci Tech. Ed 2021;17(3):em1946
KEYWORDS
ABSTRACT
This paper reports on a study exploring the in-service elementary school teachers satisfaction as
far as the design and implementation of a Massive Open Online Course (MOOC), which took place
during the second wave of pandemic COVID-19 and prepared in-service elementary school
teachers how to teach biological concepts in Primary School with the utilization of digital
educational content and Open Educational Recourses (OER). A total of 251 teachers enrolled in
this MOOC of whom 142 completed the course and were asked to fill-in a questionnaire. The
findings indicated that the majority of the participants were satisfied both with the specific
learning experience and the participation in a learning community in which interaction, support
and active participation were developed. Recommendations are made for future research.
REFERENCES (54)
1.
Anderson, T. (2004). Toward a theory of online learning. In T. Anderson & F. Elloumi (Eds.), Theory and practice of online learning (pp. 33-60). Athabasca University.
2.
Avalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27, 10-20. https://doi.org/10.1016/j.tate....
3.
Baran, E., & Alzoubi, D. (2020). Human-centered design as a frame for transition to remote teaching during the COVID-19 pandemic. Journal of Technology and Teacher Education, 28(2), 365-372. Retrieved on 5 December 2020 from https://www.learntechlib.org/p....
4.
Bates, A. W. (2019). Teaching in a Digital Age (2nd Ed.). Vancouver, B.C.: Tony Bates Associates Ltd.
5.
Blank, R. K., de las Alas, N., & Smith, C. (2008). Does Teacher Professional Development Have Effects on Teaching and Learning? Evaluation Findings from Pro-grams in 14 States. Washington, DC: Council of Chief State School Officers.
6.
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15. https://doi.org/10.3102/001318....
7.
Carpenter, J. P., & Krutka, D. G. (2014). How and why educators use Twitter: A survey of the field. Journal of Research on Technology in Education, 46(4), 414-434. https://doi.org/10.1080/153915....
8.
Castaño-Muñoz, J., Kalz, M., Kreijns, K., & Punie, Y. (2018). Who is taking MOOCs for teachers’ professional development on the use of ICT? A crosssectional study from Spain. Technology, Pedagogy and Education, 27(5), 607-624. https://doi.org/10.1080/147593....
9.
Cho, M. H., & Rathbun, G. (2013). Implementing teacher-centred online teacher professional development (oTPD) programme in higher education: A case study. Innovations in Education and Teaching International, 50(2), 144-156. https://doi.org/10.1080/147032....
10.
Conole, G. (2014). A new classification schema for MOOCs. The International Journal for innovation and quality in learning, 2(3), 65-77.
11.
Dalton, E., Grant, K. & Perez, L. (2014). SOOC: A New Model for Online Professional Learning Communities Focus: Universal Design for Learning. In T. Bastiaens (Ed.), Proceedings of World Conference on E-Learning (pp. 454-462). New Orleans, LA, USA: Association for the Advancement of Computing in Education (AACE). Retrieved on 20 January 2020 from https://www.learntechlib.org/p....
12.
Darling-Hammond, L., Hyler, M. E. & Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
13.
Darling-Hammond, L., & Richardson, N. (2009). Teacher learning: What matters? Educational Leadership, 66(5), 46-53.
14.
DeVellis, R. F. (2003). Scale development: Theory and applications. London, UK: Sage.
15.
Donitsa-Schmidt, S., & Topaz, B. (2018). Massive open online courses as a knowledge base for teachers. Journal of Education for Teaching, 44(5), 608-620. https://doi.org/10.1080/026074....
16.
Eriksson, T., Adawi, T., & Stohr, C. (2017). Time is the bottleneck: a qualitative study exploring why learners drop out of MOOCs. Journal of Computing in Higher Education, 29(1), 133-146. https://doi.org/10.1007/s12528....
17.
European Commission (2014). Report on Web Skills Survey: Support Services to Foster Web Talent in Europe by Encouraging the use of MOOCs Focused on web Talent—First Interim Report. https://www.openeducationeurop....
18.
European Commission (2020). Digital Education Action Plan 2021-2027. Resetting education and training for the digital age. Brussels.
19.
Fisher, J. B., Schumaker, J. B., Culbertson, J., & Deshler, D. D. (2010). Effects of a computerized professional development program on teacher and student outcomes. Journal of Teacher Education, 61(4), 301-312. https://doi.org/10.1177/002248....
20.
Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426-438. https://doi.org/10.1177/002248....
21.
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/001318....
22.
Field, A. (2013). Discovering statistics using IBM SPSS statistics. 5th edition. Sage. London.
23.
Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381-391. https://doi.org/10.1080/135406....
24.
Guskey, T. R., & Yoon, K. S. (2009). What works in professional development? Phi delta kappan, 90(7), 495-500. https://doi.org/10.1177/003172....
25.
Håklev, S., & Slotta, J. D. (2017). A Principled Approach to the Design of Collaborative MOOC Curricula. In C. Delgado Kloos, P. Jermann, M. Pérez-Sanagustín, D. Seaton, & S. White (Eds.), Digital Education: Out to the World and Back to the Campus. EMOOCs 2017. Lecture Notes in Computer Science, vol. 10254. Springer, Cham.
26.
Hammerness, K., Darling-Hammond, L., & Bransford, J. (2005). How teachers learn and develop. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world: What teachers should learn and be able to do, 358-389. San Francisco: Jossey-Bass.
27.
Herbert, S., & Rainford, M. (2014). Developing a model for continuous professional development by action research. Professional development in education, 40(2), 243-264. https://doi.org/10.1080/194152....
28.
Hilli, C. (2018). Distance teaching in small rural Primary Schools: A participatory action research project. Educational Action Research, 28(1), 38-52. https://doi.org/10.1080/096507....
29.
Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. The International Review of Research in Open and Distributed Learning 16(3), 341-358. https://doi.org/10.19173/irrod....
30.
Kaiser, H.F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36.
31.
Kedraka, K. (2008). Supporting the professional development of teachers in a school unit: principles, prerequisites and suggestions. Ta Ekpaideutika, 87-88, 111-124. [in Greek].
32.
Kennedy, E., & Laurillard, D. (2019). The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement. London Review of Education, 17(2), 141-158. https://doi.org/10.18546/LRE.1....
33.
Koukis, N., & Jimoyiannis, A. (2017). Designing MOOCs for teacher professional development: Analysis of participants’ engagement. In A. Mesquita & P. Peres (Eds.), Proceedings of the 16th European Conference on e-Learning, ECEL 2017 (pp. 271-280). Porto: ACPI.
34.
Koukis, N. & Jimoyiannis, A. (2019). MOOCS for teacher professional development: exploring teachers’ perceptions and achievements. Interactive Technology and Smart Education, 16(1), 74-91. https://doi.org/10.1108/ITSE-1....
35.
Laurillard, D. (2016). The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students. Research in Learning Technology, 24(1), 29369. https://doi.org/10.3402/rlt.v2....
36.
Lavidas, K., Dalapa, M., Dimitriadi, S., Athanassopoulos, S., (2019). Four Job Satisfaction’s dimensions of secondary education teachers: An Exploratory Factor Analysis based on a Greek sample. Preschool & Primary Education, 7(2). https://doi.org/10.12681/ppej.....
37.
Lavidas, K., & Gialamas, V. (2019). Adaption and psychometric properties of the short forms Marlowe-Crowne social desirability scale with a sample of Greek university students. European Journal of Education Studies, 6(8), 230-239. https://doi.org/10.5281/zenodo....
38.
Lumpe, A., Czerniak, C., Haney, J., & Beltyukova, S. (2012). Beliefs about teaching science: The relationship between elementary teachers’ participation in professional development and student achievement. International Journal of Science Education, 34(2), 153-166. https://doi.org/10.1080/095006....
39.
Ngeze, L. V., & Sridhar, I. (2019). Online Teacher Professional Development in ICT Integration in Tanzania: An Experience Report. In J. L. Shih, et al. (Eds.), Proceedings of the 27th International Conference on Computers in Education. Taiwan: Asia-Pacific Society for Computers in Education.
40.
Powell, D. R., Diamond, K. E., Burchinal, M. R., & Koehler, M. J. (2010). Effects of an early literacy professional development intervention on head start teachers and children. Journal of Educational Psychology, 102(2), 299-312. https://doi.org/10.1037/a00177....
41.
Prestridge, S. (2013). Reflective blogging as part of ICT professional development to support pedagogical change. The Australian Journal of Teacher Education, 39(2), 70-86. https://doi.org/10.14221/ajte.....
42.
Prestridge, S. (2016). Conceptualising self-generating online teacher professional development. Technology, Pedagogy and Education, 26(1), 85-104. https://doi.org/10.1080/147593....
43.
Prestridge, S., & Tondeur, J. (2015). Exploring elements that support teachers’ engagement in online professional development. Education Sciences, 5(3), 199-219. https://doi.org/10.3390/educsc....
44.
Rahimi, E., Henze, I., Hermans, F., & Barendsen, E. (2018). Investigating the Pedagogical Content Knowledge of Teachers Attending a MOOC on Scratch Programming. In S. Pozdniakov, & V. Dagienė (Eds.), Informatics in Schools. Fundamentals of Computer Science and Software Engineering. ISSEP 2018. Lecture Notes in Computer Science, vol. 11169 (pp. 180-193). Springer, Cham. https://doi.org/10.1007/978-3-....
45.
Shah, V. G., Banerjee, G., Murthy, S., & Iyer, S. (2018). Learner-Centric MOOC for Teachers on Effective ICT Integration: Perceptions and Experiences. 2018 IEEE Tenth International Conference on Technology for Education (T4E), 77-84. https://doi.org/10.1109/T4E.20....
46.
Shangying, Y., & Jing, S. (2017). Learning to Learn from MOOCs from Teachers’ Perspective: Data Analysis Based on the Course “Micro-Class Design and Production”. International Conference of Educational Innovation through Technology (EITT), Osaka (pp. 1-4). https://doi.org/10.1109/EITT.2....
47.
Stenman, S., & Pettersson, F. (2020). Remote teaching for equal and inclusive education in rural areas? An analysis of teachers’ perspectives on remote teaching. The International Journal of Information and Learning Technology, 37(3), 87-98. https://doi.org/10.1108/IJILT-....
48.
Supovitz, J. A., Mayer, D. P., & Kahle, J. B. (2000). Promoting inquiry-based instructional practice: The longitudinal impact of professional development in the context of systemic reform. Educational Policy, 14(3), 331-356. https://doi.org/10.1177/089590....
49.
Tzovla, E., & Kedraka, K. (2020a). Teaching Biology in Primary Education. International Journal of Educational Technology and Learning, 8(2), 91-97. https://doi.org/https://doi.or....
50.
Tzovla, E., & Kedraka, K. (2020b). Personal biology teaching efficacy beliefs and biology teaching outcome expectancy of in-service elementary teachers. European Journal of Education Studies, 7(10), 143-159. https://doi.org/10.46827/ejes.....
51.
van Aalderen‐Smeets, S. I., & van der Molen, J. H. (2015). Improving Primary teachers’ attitudes toward science by attitude‐focused professional development. Journal of research in science teaching, 52(5), 710-734. https://doi.org/10.1002/tea.21....
52.
Visser, R. D., Evering, L. C., & Barrett, D. E. (2014). #TwitterforTeachers: The implications of Twitter as a self-directed professional development tool for K-12 teachers. Journal of Research on Technology in Education, 46(4), 396-413. https://doi.org/10.1080/153915....
53.
Yong, A. G., & Pearce, S. (2013). A beginner’s guide to Factor Analysis: Focusing on Exploratory Factor Analysis. Tutorials in Quantitative Methods for Psychology, 9(2), 79-94. https://doi.org/10.20982/tqmp.....
54.
Yoo, J. H. (2016). The effect of professional development on teacher efficacy and teachers’ self-analysis of their efficacy change. Journal of Teacher Education for Sustainability, 18(1), 84-94. https://doi.org/10.1515/jtes-2....
Share
RELATED ARTICLE
| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
We process personal data collected when visiting the website. The function of obtaining information about users and their behavior is carried out by voluntarily entered information in forms and saving cookies in end devices. Data, including cookies, are used to provide services, improve the user experience and to analyze the traffic in accordance with the Privacy policy. Data are also collected and processed by Google Analytics tool (more).
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
You can change cookies settings in your browser. Restricted use of cookies in the browser configuration may affect some functionalities of the website.
