Title:
Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC
Authors:
Shuang Li, Zhong Sun & Liming Luo
All three authors are from the Capital Normal University, Beijing, China
Published:
International Journal of Information and Education Technology, volume 11, Number 4, pp 184-188 (2021)
Abstract:
With the development of teacher education MOOCs, more and more schools encourage teachers to participate in MOOC. How to improve the learning effect of teachers has practical significance. Previous researches have mainly focused on the individual teachers who participate in the study alone. Little research has been done on the learning effects of the teacher groups. In this study, we adopt ANOVA and social network to analyze the differences in learning effects between teachers who participate in learning alone and teacher groups in a teacher education MOOC, and used interview to explore the causes of the differences. Results indicated: 1) the completion rate and excellence rate of group teachers are higher than individual teachers. Among them, the leader-guided teachers have higher academic performance. 2) in the forum, group teachers are more active. Effective strategies for teachers learning include three aspects: playing the exemplary role of model teachers, teachers establish a learning community, and the school establishes a learning support mechanism.