Effective Design of Massive Open Online Courses for Mathematics Teachers to Support Their Professional Learning

Autor/inn/en	Hollebrands, Karen F.; Lee, Hollylynne S.
Titel	Effective Design of Massive Open Online Courses for Mathematics Teachers to Support Their Professional Learning
Quelle	In: ZDM: The International Journal on Mathematics Education, 52 (2020) 5, S.859-875 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hollebrands, Karen F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-020-01142-0
Schlagwörter	Online Courses; Mathematics Instruction; Independent Study; Faculty Development; Statistics; Mathematics Teachers; Instructional Design; Computer Mediated Communication; Teacher Attitudes; Teaching Methods; Mass Instruction + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Mathematics lessons; Mathematikunterricht; Selbststudium; Statistik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Three MOOCs for Educators (MOOC-Eds) were designed for mathematics and statistics teachers based on principles of effective online professional development that include: self-directed learning, learning from multiple voices, job-connected learning, and peer-supported learning (Kleiman et al., in: Kim (ed) Massive Open Online Courses: the MOOC Revolution, Routledge, New York, 2015). We examined how these design principles were enacted in the development of the MOOC-Eds and how they influenced the engagement of 5767 participants. We also analyzed opportunities the MOOC-Eds provided for participants to develop their knowledge of, beliefs about, and attitudes towards teaching mathematics and statistics. The Interconnected Model of Professional Growth (Clarke and Hollingsworth in "Teach Teach Educ" 18(8):947-967, 2002) was used to guide analysis of click data, discussion forum posts, and interviews to consider the ways in which elements of the external domain influenced the personal domain of participants. Evidence is presented to illustrate the enactment of design principles and their effects. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01