MOOCs – An online platform for Teacher Professional Development

Asha Kumari B

Abstract


Development in the quality, efficiency and equity of education, to a major extent depends on the nexus of teaching and learning, in turn influenced by the quality of teachers. Teacher is a significant factor influencing the quality of education. Thus, Teacher education plays a significant role in enhancing the same. Teachers are expected to keep themselves updated with advancements in pedagogy-technology integration, thus catering to students’ needs. To realize this goal, teacher education programmes (both in-service and pre-service) can integrate resources not only textual, but also the accessible open educational resources thus equipping teachers to face challenges and meet demands of education system.An analysis of the In-service teacher training programmes under RMSA (Rashtriya Madhyamik Shiksha Abhiyan) for teachers presents the situation where use of  ICT resources in training are minimal and in turn the same has been reflected in less usage of resources by teachers in their classroom transaction due to various factors. To overcome factors influencing the effectiveness of In-service teacher training, online learning can be a solution. MOOCs (Massive Open Online Courses) are a recent addition to online learning opportunities. It is a new online medium for course delivery and learning, thereby enabling individuals to participate in the same course with good quality content and interactive tools for learning. This paper focuses on the possibilities and the role of MOOCs in contributing to teacher professional development, and also in offering In-service teacher training programmes through online mode reaching to teachers in mass resulting in augmented quality of education system.

Keywords


MOOCs, Online learning, Teacher Professional development

Full Text:

PDF

References


Agrawal, S. (2013). Training of Polytechnic Teachers through Blended Technologies: A-VIEW and MOODLE Web Based Technologies in the Western Zone of India. In: Sixth International Conference of MIT’s Learning International Networks Consortium LINC). Cambridge, United States of America 16-19 June 2013. Massachusetts: MIT.

Ajbani, M. L. A. (2014). Study Of Teachers Preference Towards Use Of E-Resources For Professional Development In Nashik City, India. Global Online Electronic International Interdisciplinary Research Journal, 3(1), 147-151.

Deb, N. (2013). A Study on the Domains and Approaches of ICT in Enhancing Quality of Teacher Education in India. International Journal of Humanities and Religion, 2(1), 9-13.

Goel, D. R., & Goel, C. (2013). Teacher education scenario in India: Current problems & concerns. MIER Journal of Educational Studies, Trends and Practices, 2(2).

Gupta, S., & Amre, D. S. (2013). ICT-A Catalyst Of Teaching – Learning Process. Scholars World-International Refereed

Marquette, Gabrielle (2014): Making MOOCs Work for Professional Development, Retrieved November 2, 2015 from http://www.edutopia.org/discussion/making-moocs-work-professional-development

Martinovic, Zhang. (2008). ICT in teacher education: Examining needs, expectations and attitudes. Canadian journal of Learning and technology

Nachimuthu, K. (2010). Usability of eLearning Resources in Teacher Education of India. International Journal of the Computer: The Internet Management, Bank honk,Thailand, 18, 41.

Narwal, S. (2013). Teachers and teaching in India. Global International Research Thoughts, 82-88.

NCERT – National Council of Educational Research and Training (2006). National Focus Group on Educational Technology. New Delhi: National Council of Educational Research and Training.

Online Learning, IOSR Journal of Humanities and Social Sciences, Volume 20, Issue 7, Ver. III

Powell, Yuan(2013): MOOCs and Open Education: Implications for Higher Education,Retrieved November 3, 2015 from http://publications. cetis.ac.uk/2013/667

RMSA(2015): Formative Evaluation of RMSA Teacher In-service teacher training, Case report , Karnataka

Sain, S. K., & Kaware, M. S. S. (2013). The Impact of ICTs in Teacher Education in India. Educationia Confab, 2(11), 95-102.

Sang, G., Valcke, M., van Braak, J., & Tondeur, J. (2010). Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviours with educational technology. Computers & Education, 54(1), 103-112.

Sinha, R. (2012). A Comparative study of BTC and SBTC trained primary school teachers with reference to their attitude towards teaching profession, work motivation, job satisfaction and job involvement. New Delhi: University Grant Commission.

Snyder,S(2013). Study shows who is taking open online courses, Retrieved December 8,2015 from http://articles.philly.com/2013-11-22/news/44330667_1_moocs-massive-open-online-courses-california-based-online-education-company

Sinha, R & Nautiyal, V(2015). Teacher Education in India: Engagement of student teachers in online learning. IOSR Journal of Humanities & Social Sciences 20(7), 07-13.


Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.