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Technology, Knowledge and Learning

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27.10.2020 | Original research

MOOCs in STEM Education: Teacher Preparation and Views

verfasst von: Bekir Yıldırım

Erschienen in: Technology, Knowledge and Learning | Ausgabe 3/2022

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Abstract

This study investigated teachers’ views of Massive Open Online Courses (MOOCs). The sample consisted of 30 teachers recruited from different cities of Turkey using criteria sampling. Phenomenology was the research method of choice. Data were collected using a semi-structured interview form and analyzed using content analysis. Participants use MOOCs because they are free of charge and have good content and high quality. MOOCs help them learn science, technology, engineering, and mathematics, gain professional knowledge, and develop skills, and positive attitudes and values. Most participants are interested in integrating MOOCs in their classes; however, they face various problems during MOOCs, such as loss of motivation and Internet connection issues. It is recommended that MOOCs be designed in such a way that they increase participants’ motivation and allow for feedback.

Vorheriger Artikel Investigation of The Web-based Self-Assessment System Based on Assessment Analytics in Terms of Perceived Self-intervention

Nächster Artikel The Promises and Pitfalls of Self-regulated Learning Interventions in MOOCs

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Titel: MOOCs in STEM Education: Teacher Preparation and Views
verfasst von: Bekir Yıldırım
Publikationsdatum: 27.10.2020
Verlag: Springer Netherlands
Erschienen in: Technology, Knowledge and Learning / Ausgabe 3/2022
Print ISSN: 2211-1662
Elektronische ISSN: 2211-1670
DOI: https://doi.org/10.1007/s10758-020-09481-3

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