Effective design of massive open online courses for mathematics teachers to support their professional learning

Abstract

Three MOOCs for Educators (MOOC-Eds) were designed for mathematics and statistics teachers based on principles of effective online professional development that include: self-directed learning, learning from multiple voices, job-connected learning, and peer-supported learning (Kleiman et al., in: Kim (ed) Massive Open Online Courses: the MOOC Revolution, Routledge, New York, 2015). We examined how these design principles were enacted in the development of the MOOC-Eds and how they influenced the engagement of 5767 participants. We also analyzed opportunities the MOOC-Eds provided for participants to develop their knowledge of, beliefs about, and attitudes towards teaching mathematics and statistics. The Interconnected Model of Professional Growth (Clarke and Hollingsworth in Teach Teach Educ 18(8):947-967, 2002) was used to guide analysis of click data, discussion forum posts, and interviews to consider the ways in which elements of the external domain influenced the personal domain of participants. Evidence is presented to illustrate the enactment of design principles and their effects.

Online mathematics teaching and learning during the COVID-19 pandemic: The perspective of lecturers and students

“…Online teaching, both synchronous and asynchronous, is not new, and there already exists a growing body of literature on this issue (e.g., Engelbrecht, & Harding, 2005;Hollebrands, & Lee, 2020;Joubert, 2013;Juan, Steegmann, Huertas, Jesus Martinez, & Simosa, 2011). Despite several differences between face to face and online education, previous studies (e.g., Engelbrecht & Harding, 2005;Joubert, 2013) highlighted that the basic principles of teaching and learning of mathematics should follow in an online environment; such as having a sound balance between teacher and learner-centred activities and creating opportunities for students to develop a relational understanding of mathematics, or from the commognitive perspective, making their transition from ritualised to explorative discourse.…”

Determining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses

“…In response to the general objective of this research, it was found that personal factors [3,4], family factors [8][9][10], social factors [14], instructional design factors [17,18] and labor factors [29] influence both the decision to take a MOOC (expectation-value) and, to a certain extent, engagement in the training program-measured by completion rates-as noted in the review of the state of the art. However, not all factors do so in the same way.…”

“…Labor considerations are also essential elements for engagement in MOOCs. Research on Massive Online Open Courses finds that one way to keep participants involved in training activities is to offer a certificate of completion for a fee, increasing student engagement by 10-12% [26,27], teacher reputations [28], and the development of new skills that will be useful in their work or studies [29].…”

Faculty Development Advancements–Lessons Learned in a Time of Change

“…The relevance aspect of the ARCS model refers to how the topic or the manner in which the material is taught is relevant to learners’ needs and experience [ 11 ]. The high relevance of VFD in effectively addressing faculty knowledge and skill gaps, and the need to connect contributed to the initial success [ 19 – 21 ]. The quick transition to virtual learning while physically distancing made faculty acutely need to learn about virtual teaching, while also offering connection to colleagues at a challenging time.…”