eprintid: 10144673
rev_number: 10
eprint_status: archive
userid: 699
dir: disk0/10/14/46/73
datestamp: 2022-03-07 08:45:59
lastmod: 2023-07-19 06:10:12
status_changed: 2022-03-07 08:45:59
type: article
metadata_visibility: show
sword_depositor: 699
creators_name: Ma, Ning
creators_name: Li, Ya-Meng
creators_name: Guo, Jia-Hui
creators_name: Laurillard, Diana
creators_name: Yang, Min
title: A learning model for improving in-service teachers' course completion in MOOCs
ispublished: inpress
divisions: B14
divisions: J77
divisions: B16
divisions: UCL
keywords: Social Sciences, Education & Educational Research, Teacher professional development, MOOCs, TPACK, online learning completion, interaction, PROFESSIONAL-DEVELOPMENT, SELF-EFFICACY, STUDENT PERFORMANCE, CONTINUANCE, INTENTION
note: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
abstract: 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.
date: 2022-01-18
date_type: published
publisher: ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
official_url: https://doi.org/10.1080/10494820.2021.2025405
oa_status: green
full_text_type: other
language: eng
primo: open
primo_central: open_green
verified: verified_manual
elements_id: 1936676
doi: 10.1080/10494820.2021.2025405
lyricists_name: Laurillard, Diana
lyricists_id: DMLAU06
actors_name: Laurillard, Diana
actors_id: DMLAU06
actors_role: owner
funding_acknowledgements: 62077007 ["Research on Time-Emotion-Cognition Analysis Model and Automatic Feedback Mechanism of Online Asynchronous Interaction" project - National Natural Science Foundation of China]; ["Building Teacher Community Knowledge of Blended Learning: An Online Collaborative Approach, with a Focus on Developing Project-Based Learning" project - Advanced Innovation Center for Future Education (AICFE), Beijing Normal University, China]
full_text_status: public
publication: Interactive Learning Environments
pages: 16
citation:        Ma, Ning;    Li, Ya-Meng;    Guo, Jia-Hui;    Laurillard, Diana;    Yang, Min;      (2022)    A learning model for improving in-service teachers' course completion in MOOCs.                   Interactive Learning Environments        10.1080/10494820.2021.2025405 <https://doi.org/10.1080/10494820.2021.2025405>.    (In press).    Green open access   
 
document_url: https://discovery.ucl.ac.uk/id/eprint/10144673/3/Laurillard_A%20Learning%20Model%20for%20Improving%20In-service%20Teachers%27%20Couse%20Completion%20in%20MOOCs.pdf