The Impact of Micro-Credentials on Professional Learning in a MOOC for Educators

• In Event: Sheraton Roundtable Session 18
  In Roundtable Session: Digital Development: Limits and Possibility of Online Teacher Learning and Growth

Abstract

This paper seeks to more closely examine micro-credentials as part of an online professional development course for Educators through a two-condition study design. The study examines success on course activities, persistence throughout the course, and engagement in course materials. While treatment and control groups engaged, persisted, and completed activities similarly, those who were asked to complete micro-credentials performed at higher levels on validated rubrics than those who were asked to do identical, generically named activities. This demonstrated how micro-credentials might shift the motivational structures for teachers going through professional development to go beyond completion requirements and focus on changes in classroom practice. This is the first study to assess the influence of micro-credentials on professional learning in a MOOC context.

Authors

• Lauren Acree, North Carolina State University

• James H Creager, North Carolina State University

• Eric N. Wiebe, North Carolina State University

• Mary Ann Wolf, North Carolina State University