Job-Embedded MOOC Inspires Effective Collaborative Learning for Rural Teachers

• In Event: Exploring Elements and Effects of Online Professional Development

Abstract

This study focuses on Teacher Education Job-Embedded MOOCs (JE-MOOC) and professional development, an under-researched area in online collaborative learning. This study investigated data generated from 275 Chinese rural teachers who enrolled in a JE-MOOC. Analysis came in angles of Collaborative Learning, and four major results were generated: (1) Rural teachers demonstrated a strong and positive collaborative learning intention in the particular JE-MOOC; (2) Rural teachers without administrative positions are emerging driving forces in the community; (3) Intermediate level of knowledge construction increases as the course progresses, but deep level remains unchanged; and (4) The majority of teachers raised inquiry but not creative questions. This study also proposes further research for Internet-based teacher professional development.

Authors

• Zhong Sun, Capital Normal University

• Chin-Hsi Lin, The University of Hong Kong

• Zheng Qu, Beijing No.8 High School

• Yuxi Wen, Vanderbilt University

• Yining Zhang, Tsinghua University