Challenges about MOOCs in Teacher Training: Differences between On-Site and Open University Students
MOOCs seem to be a good way to deliver training to a large number of teachers and to facilitate their professional development in those areas whose skills are scarce, requires an update or needs further deepening. In this chapter a test is carried out to make an approach to the current state of affa...
| Autores: | , , |
|---|---|
| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universidad a Distancia de Madrid (UDIMA) |
| Repositorio: | udiMundus. Repositorio Institucional de la Universidad a Distancia de Madrid |
| OAI Identifier: | oai:udimundus.udima.es:20.500.12226/420 |
| Acceso en línea: | http://hdl.handle.net/20.500.12226/420 |
| Access Level: | acceso abierto |
| Palabra clave: | MOOC Open University Students information and communications technology European Higher Education Area |
| Sumario: | MOOCs seem to be a good way to deliver training to a large number of teachers and to facilitate their professional development in those areas whose skills are scarce, requires an update or needs further deepening. In this chapter a test is carried out to make an approach to the current state of affairs, taking sample students from an on-site university and an open university. This study also allows investigating if there may be differences between both groups. Using case studies, a questionnaire was administered to 37 pre-service teachers, showing a relative great knowledge about MOOCs by participants. In conclusion, the studied universities must design, develop and divulgate these courses as a pedagogical resource for initial and continuous teacher training. This chapter completes the book section with discussion on research involving ‘RIA and education practice of MOOCs’, as such it provides a fitting commentary for the topic of ‘educational training design’ |
|---|