Designing a MOOC - A New Channel for Teacher Professional Development?

摘要

This paper investigates the pedagogical benefits that 17 lecturers involved in the design of a MOOC reported in a questionnaire survey. Results reveal a fair amount of gains for several teaching skills and a strong appreciation of the collective training approach practiced during the 9-month MOOCs production process. These findings are of interest to staff development units, technology-enhanced learning competent bodies, and researchers concerned with collective modalities for scholarship of teaching and learning.