Learning Takes Two: The Effects of Colleague and Leader Presence in a Professional-learning MOOC for Rural Teachers

• In Event: AERA Poster Session Wednesday 9:45am
  In Poster Session: AERA Division K Section 6 In-Service Educators - Poster Session 1

Abstract

Although team-based learning improves outcomes (Jang, 2008), its role in rural teachers’ online PD remains unclear. This study examined rural teachers’ TPACK, satisfaction, and performance in a seven-week PD-themed MOOC, focusing on whether they learned alone, with colleagues, or with both colleagues and a school leader. Among 327 participants, 304 joined with colleagues; 23 participated alone. MOOC assessments, questionnaires, and interviews revealed high completion and satisfaction rates overall. However, teachers learning with colleagues outperformed those learning alone, and groups including school leaders achieved even higher scores. A conceptual framework based on qualitative findings illustrates the relational and mediating effects of participation type. Implications for inclusive online-course design and leadership-supported PD are discussed.

Authors

• Zhong Sun, Capital Normal University

• Chin-Hsi Lin, University of Hong Kong

• Shuang Li, Capital Normal University

• Shuo Han, Capital Normal University

• Zicong Song, The University of Hong Kong

• Keyi Zhou, University of Hong Kong