Rapid Design and Implementation of a Teacher Development MOOC About Emergency Remote Teaching During the Pandemic

Abstract

The pandemic of COVID-19 forced K-12 schools worldwide to transfer their educational programs from in-person instruction to remote online teaching. Teachers faced a range of difficulties towards providing remote teaching and integrating e-learning tools in their practices. This paper reports on a study concerning the rapid design and implementation of a MOOC to support primary and secondary education teachers in Greece towards using online tools in their remote instruction during the pandemic of COVID-19. The design framework and the implementation procedure of this particular MOOC are presented. The preliminary findings of a survey concerning 171 teachers who responded to an online questionnaire after completing this MOOC, are also presented. The results revealed teachers' satisfaction with regards to their personal outcomes and achievements, in terms of abilities to apply online instructional practices in their remote classrooms. The majority of the participants considered that this MOOC was an efficient environment to enhance their pedagogical knowledge and e-learning design skills necessary to provide remote instruction during the pandemic.

Impact of digital technologies upon teaching and learning in higher education in Latin America: an outlook on the reach, barriers, and bottlenecks

“…This includes, to name but a few, emergence of state-of-the-art learning tools or platforms such as: Flipped classrooms, Augmented reality (AR), Virtual reality (VR), Learning Management Systems (Moodle, Canvas, Blackboards, MOOCs), as well as, learning elements or components like Serious games and gamified learning platforms, Mobile learning (m-learning) (Er et al, 2019;Gordillo et al, 2019;Hincapie et al, 2021;Lin & Wang, 2021;Rubio-Fernández et al, 2019). Along these lines, this current study note that with support of TEL (Bälter, 2021;Chiu, 2020;Hosseini et al, 2021;Okoye et al, 2021;Sen & Leong, 2020;Smith et al, 2021), otherwise allied to the "digital technologies for education" in this paper, that learning has surpassed the need for physical infrastructure (e.g., face-to-face classrooms), and has transferred the instructional or pedagogical responsibility for Educators to provide innovative alternatives to physical infrastructures for the students (e.g., remote and distance learning, working facilities at home, technology at home) (Benabdallah & Bourgault, 2021;Chick et al, 2020;Crick et al, 2020;Jimoyiannis et al, 2020;LALA, 2020;Martens et al, 2020;Okoye et al, 2021;UNESCO, 2021b). Also, TEL-based Education (digitized-education) have attained flexibility and mobility in its mode of delivery or paradigms (Aguilera-Hermida et al, 2021;Diaz-Nunez et al, 2021;Okoye et al, 2021;del Rio-Chillcce et al, 2021;TEC, 2020b).…”

A systematic review of K–12 education responses to emergency remote teaching during the COVID-19 pandemic

“…Likewise, Jeromie Whalen ( 2020 ) discuss the gap of teacher preparation and training for emergency remote teaching, including teaching with technology to ensure continuity of learning for students at a distance. Two other articles (Boltz et al, 2021 ; Jimoyiannis et al, 2021 ), authored in the United States and Greece respectively, studied the quick design and deployment of a massive open online course (MOOC) to support teachers in adopting online resources and to improve both learning skills and pedagogical knowledge required for meaningful online remote instruction. The idea was to provide access to professional learning at scale by providing free online learning experiences to a large number of participants.…”

The digital divide: Greek primary teachers’ conceptualizations

“…(d) the exclusion of "digitally illiterate" teachers (Jimoyiannis et al, 2020a(Jimoyiannis et al, , 2020b.…”