Massive, open, online courses (MOOCs) offered to a small number of participants, usually around 100-150.
Published in Chapter:
Learning Analytics as a Tool for Planning, Evaluating, and Improving a SMOOC for Teacher Professional Development: Higher Education Experience in a Brazil
Cristine Martins Gomes de Gusmão (Federal University of Pernambuco, Brazil), Josiane Lemos Machiavelli (Federal University of Pernambuco, Brazil), and Patricia Smith Cavalcante (Federal University of Pernambuco, Brazil)
Copyright: © 2021
|Pages: 20
DOI: 10.4018/978-1-7998-7103-3.ch008
Abstract
This chapter describes how a public university has met the challenge of changing inside the educational culture and preparing its teachers to manage online teaching-learning processes using learning analytics to contribute to the design, evaluation, and improvement of SMOOC. From the results obtained with a survey answered by the teachers, a twenty-hour class SMOOC was developed that focuses on instrumental aspects of digital technological resources in the teaching and learning contexts, as well as in the pedagogical issues, which concern the appropriate use of digital technologies. The findings of this research demonstrate that the SMOOC has been able to meet the teacher training needs, which are changing the way they work since remote education has been the viable alternative to guarantee the functioning of the university in the coronavirus pandemic period. However, it is believed that the knowledge that teachers are acquiring will contribute to changes in professional practice even post-pandemic.