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Theoretical-Practical Principles for the Design of Massive Open Online Courses (MOOCs) Applied to Continuous Teacher Education

Theoretical-Practical Principles for the Design of Massive Open Online Courses (MOOCs) Applied to Continuous Teacher Education

Josiane Lemos Machiavelli, Patricia Smith Cavalcante
Copyright: © 2022 |Pages: 23
ISBN13: 9781799895381|ISBN10: 1799895386|EISBN13: 9781799895404
DOI: 10.4018/978-1-7998-9538-1.ch014
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MLA

Machiavelli, Josiane Lemos, and Patricia Smith Cavalcante. "Theoretical-Practical Principles for the Design of Massive Open Online Courses (MOOCs) Applied to Continuous Teacher Education." Impact of Digital Transformation in Teacher Training Models, edited by Ana Afonso, et al., IGI Global, 2022, pp. 243-265. https://doi.org/10.4018/978-1-7998-9538-1.ch014

APA

Machiavelli, J. L. & Cavalcante, P. S. (2022). Theoretical-Practical Principles for the Design of Massive Open Online Courses (MOOCs) Applied to Continuous Teacher Education. In A. Afonso, L. Morgado, & L. Roque (Eds.), Impact of Digital Transformation in Teacher Training Models (pp. 243-265). IGI Global. https://doi.org/10.4018/978-1-7998-9538-1.ch014

Chicago

Machiavelli, Josiane Lemos, and Patricia Smith Cavalcante. "Theoretical-Practical Principles for the Design of Massive Open Online Courses (MOOCs) Applied to Continuous Teacher Education." In Impact of Digital Transformation in Teacher Training Models, edited by Ana Afonso, Lina Morgado, and Licínio Roque, 243-265. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9538-1.ch014

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Abstract

In populous countries with continental dimensions and a series of economic and infrastructure difficulties, such as Brazil, guaranteeing the quality of initial and continuing teacher education is a challenge. Therefore, researchers have been continually invited to think about new educational models. This chapter describes the theoretical and practical principles considered fundamental for teacher training that was carried out through massive open online courses (MOOCs) in a public higher education institution. Design-based research, a process that integrates design, quantitative, and qualitative methods to generate educational interventions, was the methodological path used to develop the MOOC. The principles are organized into five categories: human, pedagogical, structural and technological, regulatory, and analytical. Without pretending that they will function as protocols for planning, developing, offering, and evaluating MOOC-based courses, the authors hope that the results presented can be reconfigured, improved, and tried out in other educational offerings in varied contexts.

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