TY  - INPR
KW  - Social Sciences
KW  -  Education & Educational Research
KW  -  Teacher professional development
KW  -  MOOCs
KW  -  TPACK
KW  -  online learning completion
KW  -  interaction
KW  -  PROFESSIONAL-DEVELOPMENT
KW  -  SELF-EFFICACY
KW  -  STUDENT PERFORMANCE
KW  -  CONTINUANCE
KW  -  INTENTION
TI  - A learning model for improving in-service teachers' course completion in MOOCs
UR  - https://doi.org/10.1080/10494820.2021.2025405
AV  - public
EP  - 16
JF  - Interactive Learning Environments
N1  - This version is the author accepted manuscript. For information on re-use, please refer to the publisher?s terms and conditions.
ID  - discovery10144673
PB  - ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
Y1  - 2022/01/18/
A1  - Ma, Ning
A1  - Li, Ya-Meng
A1  - Guo, Jia-Hui
A1  - Laurillard, Diana
A1  - Yang, Min
N2  - The use of massive open online courses (MOOCs) for teacher professional development (TDP) has increased in the past decades. This study explored the key factors that influenced teachers? online course completion as a significant indicator of their success in a TPD MOOC. Six key influencing factors (self-efficacy, interaction with curriculum content and peers, satisfaction, overall course score, and TPACK self-assessment) were identified from the perspectives of general influencing factors and teacher specific influencing factors. Employing a learning model that was constructed as a hypothesis path model based on literature review, we analysed these influencing factors? effects on participants? online learning completion. Results showed that participants? TPACK self-assessment and overall course score had a strong direct effect on their course completion, while their interaction with course content and peers had a significant indirect effect on their course completion. This study also discussed the features of teachers? learning in TPD MOOCs based on the results. Suggestions to promote the success of TPD MOOCs from the aspects of curriculum, learners, and community were put forward. Implications and prospects for research and practice are discussed.
ER  -