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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, Carlos Monge López, Alba García Barrera
Copyright: © 2015 |Pages: 21
ISBN13: 9781466683242|ISBN10: 1466683244|EISBN13: 9781466683259
DOI: 10.4018/978-1-4666-8324-2.ch014
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MLA

Hernández, Patricia Gómez, et al. "Challenges about MOOCs in Teacher Training: Differences between On-Site and Open University Students." Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, edited by Elspeth McKay and John Lenarcic, IGI Global, 2015, pp. 250-270. https://doi.org/10.4018/978-1-4666-8324-2.ch014

APA

Hernández, P. G., López, C. M., & Barrera, A. G. (2015). Challenges about MOOCs in Teacher Training: Differences between On-Site and Open University Students. In E. McKay & J. Lenarcic (Eds.), Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future (pp. 250-270). IGI Global. https://doi.org/10.4018/978-1-4666-8324-2.ch014

Chicago

Hernández, Patricia Gómez, Carlos Monge López, and Alba García Barrera. "Challenges about MOOCs in Teacher Training: Differences between On-Site and Open University Students." In Macro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Future, edited by Elspeth McKay and John Lenarcic, 250-270. Hershey, PA: IGI Global, 2015. https://doi.org/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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