Challenges about MOOCs in Teacher Training: Differences between On-Site and Open University Students

Challenges about MOOCs in Teacher Training: Differences between On-Site and Open University Students

Patricia Gómez Hernández (University of Alcalá, Spain), Carlos Monge López (University of Alcalá, Spain) and Alba García Barrera (Open University of Madrid, Spain)
Copyright: © 2015 |Pages: 21
DOI: 10.4018/978-1-4666-8324-2.ch014
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Abstract

MOOCs seem to be a good way to deliver training to a large number of teachers and to facilitate their professional development in those areas whose skills are scarce, requires an update or needs further deepening. In this chapter a test is carried out to make an approach to the current state of affairs, taking sample students from an on-site university and an open university. This study also allows investigating if there may be differences between both groups. Using case studies, a questionnaire was administered to 37 pre-service teachers, showing a relative great knowledge about MOOCs by participants. In conclusion, the studied universities must design, develop and divulgate these courses as a pedagogical resource for initial and continuous teacher training. This chapter completes the book section with discussion on research involving ‘RIA and education practice of MOOCs', as such it provides a fitting commentary for the topic of ‘educational training design'.
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Background

The recent spread of MOOCs demonstrates that technology continues to transform education in both traditional and online settings, and their introduction seems to have expanded its space for possible blended or hybrid course designs and experiences, especially in Higher Education (Bruff, Fisher, McEwen & Smith, 2013).

The first MOOC was launched about six years ago, but it was not until 2012 when several universities began to implement such courses and the concept became widespread (Daradoumis, Bassi, Xhafa & Caballé, 2013). Since then, MOOCs have gained significant popularity among both students and educators (Adamopoulos, 2013).

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