MOOC in Teachers Professional Development? Exploring possibilities through the analysis of a course developed with portuguese teachers

• Autor(a) principal: Pedro, Neuza
• Data de Publicação: 2018
• Outros Autores: Baeta, Patrícia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v10i5.11135

Massive Open Online Courses (MOOC) have gained increasing attention in the international educational field. In recent years, these online courses have increased exponentially, and the number of participants enrolled in them has also grown. This article chooses a MOOC as an object of study and seeks to explore the extent to which this new formative approach may respond to the need for updating teachers’ professional development. The first MOOC offered to teachers by the Portuguese Ministry of Education represents the empirical field. The course, offered in 2015/2016, was attended by 628 teachers from different levels of education. The course analysis was performed through the application of a checklist developed for MOOC evaluation and a satisfaction questionnaire for the participants. The data collected indicates that the MOOC was positively evaluated by the participants specifically as to the: i) organization of the course, ii) methodology and learning environment, iii) resources and activities, and iv) digital tools explored.Completion rates recorded were more favourable than those registered in other international studies.