Towards a design framework of MOOCs for teacher development: Theoretical issues and analysis of teachers’ achievements about Web 2.0 in language instruction

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Nikolaos Koukis Athanassios Jimoyiannis


This paper reports on the development of a hybrid framework for designing and implementing teacher professional development MOOCs. The theoretical foundations were rooted on combining features of cMOOCs and xMOOCs that promote teachers’ learning through active engagement, peer interaction, mutual support, and collaborative creation of educational artefacts. The framework was applied in a MOOC designed to enhance language teachers’ technological and pedagogical knowledge in order to integrate Web 2.0 tools in their instruction. Using research data from a) a post-survey and b) the MOOC platform, we revealed important information regarding teachers’ outcomes as well as their perceptions of using the specific Web 2.0 tools in Greek language learning. The findings provided supportive evidence that the blended and collaborative features of this professional development MOOC were effective towards enhancing teachers’ achievements and strengthening their ability to design suitable educational interventions with Web 2.0 regarding language instruction in secondary schools.

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