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MOOCs: A new paradigm in teacher professional development
Quality teaching is considered the most significant in-school factor that affects students’ learning and achievement (Darling-Hammond, 2000; Donaldson, 2011; Hattie, 2008). Therefore, providing teachers, as lifelong adult learners, with many opportunities to update their professional knowledge and e...
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| Format: | Thesis |
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AUC Knowledge Fountain
2020
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| _version_ | 1867613420599115776 |
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| access_status_str | Open Access |
| author | Hegazy, Basant Moustafa |
| author_browse | Hegazy, Basant Moustafa |
| author_facet | Hegazy, Basant Moustafa |
| author_sort | Hegazy, Basant Moustafa |
| collection | Thesis |
| dc_rights_str_mv | The American University in Cairo grants authors of theses and dissertations a maximum embargo period of two years from the date of submission, upon request. After the embargo elapses, these documents are made available publicly. If you are the author of this thesis or dissertation, and would like to request an exceptional extension of the embargo period, please write to thesisadmin@aucegypt.edu http://creativecommons.org/licenses/by-nc-nd/4.0/ |
| description | Quality teaching is considered the most significant in-school factor that affects students’ learning and achievement (Darling-Hammond, 2000; Donaldson, 2011; Hattie, 2008). Therefore, providing teachers, as lifelong adult learners, with many opportunities to update their professional knowledge and enhance their skills in continuous professional development (CPD) programs has gained increasing importance in the educational policy field. This qualitative multiple case study aims at providing an in-depth exploration of the experience of seven purposefully selected middle and high school STEM teachers who utilized a five-week instructor-facilitated MOOC about assessment for learning as an optional model of CPD. The teachers’ online participation was supported by further reflections on practice in their onsite professional learning community (PLC) at their workplace. Document review and interviews were administered through and at the end of the program respectively. Four participants completed the program according to the timeline with a high level of satisfaction with the content and mode of learning. The adult learning theory and Kirkpatrick’s evaluation model construct the foundation for data analysis. Within-case analysis of each participant as a unique case and cross-case analysis revealed the themes of autonomy, experiential learning and reflection, engagement, contextualization, and effectiveness. In conclusion, the participants viewed this model as an informative, flexible, and convenient mode of learning. However, learning through a MOOC needs more adaptation to their context, which was partially supported by attending with colleagues, discussing the concepts, and reflecting on the new practices. |
| format | Thesis |
| id | oai:fount.aucegypt.edu:etds-2786 |
| institution | American University in Cairo (Egypt) |
| last_indexed | 2026-06-10T12:35:51.500Z |
| license_str | Creative Commons |
| provenance_str_mv | Harvested via OAI-PMH from AUC Knowledge Fountain — bepress |
| publishDate | 2020 |
| publishDateRange | 2020 |
| publishDateSort | 2020 |
| publisher | AUC Knowledge Fountain |
| publisherStr | AUC Knowledge Fountain |
| record_format | dspace |
| source_str | AUC Knowledge Fountain — bepress |
| spelling | oai:fount.aucegypt.edu:etds-2786 MOOCs: A new paradigm in teacher professional development Hegazy, Basant Moustafa Quality teaching is considered the most significant in-school factor that affects students’ learning and achievement (Darling-Hammond, 2000; Donaldson, 2011; Hattie, 2008). Therefore, providing teachers, as lifelong adult learners, with many opportunities to update their professional knowledge and enhance their skills in continuous professional development (CPD) programs has gained increasing importance in the educational policy field. This qualitative multiple case study aims at providing an in-depth exploration of the experience of seven purposefully selected middle and high school STEM teachers who utilized a five-week instructor-facilitated MOOC about assessment for learning as an optional model of CPD. The teachers’ online participation was supported by further reflections on practice in their onsite professional learning community (PLC) at their workplace. Document review and interviews were administered through and at the end of the program respectively. Four participants completed the program according to the timeline with a high level of satisfaction with the content and mode of learning. The adult learning theory and Kirkpatrick’s evaluation model construct the foundation for data analysis. Within-case analysis of each participant as a unique case and cross-case analysis revealed the themes of autonomy, experiential learning and reflection, engagement, contextualization, and effectiveness. In conclusion, the participants viewed this model as an informative, flexible, and convenient mode of learning. However, learning through a MOOC needs more adaptation to their context, which was partially supported by attending with colleagues, discussing the concepts, and reflecting on the new practices. 2020-05-31T07:00:00Z thesis application/pdf https://fount.aucegypt.edu/etds/1754 https://fount.aucegypt.edu/context/etds/article/2786/viewcontent/HEGAZY_thesis_2020_Redacted.pdf The American University in Cairo grants authors of theses and dissertations a maximum embargo period of two years from the date of submission, upon request. After the embargo elapses, these documents are made available publicly. If you are the author of this thesis or dissertation, and would like to request an exceptional extension of the embargo period, please write to thesisadmin@aucegypt.edu http://creativecommons.org/licenses/by-nc-nd/4.0/ Theses and Dissertations AUC Knowledge Fountain Continuous professional development (CPD) massive open online courses (MOOCs) case study teacher autonomy |
| spellingShingle | Continuous professional development (CPD) massive open online courses (MOOCs) case study teacher autonomy Hegazy, Basant Moustafa MOOCs: A new paradigm in teacher professional development |
| title | MOOCs: A new paradigm in teacher professional development |
| title_full | MOOCs: A new paradigm in teacher professional development |
| title_fullStr | MOOCs: A new paradigm in teacher professional development |
| title_full_unstemmed | MOOCs: A new paradigm in teacher professional development |
| title_short | MOOCs: A new paradigm in teacher professional development |
| title_sort | moocs a new paradigm in teacher professional development |
| topic | Continuous professional development (CPD) massive open online courses (MOOCs) case study teacher autonomy |
| url | https://fount.aucegypt.edu/etds/1754 https://fount.aucegypt.edu/context/etds/article/2786/viewcontent/HEGAZY_thesis_2020_Redacted.pdf |
| work_keys_str_mv | AT hegazybasantmoustafa moocsanewparadigminteacherprofessionaldevelopment |