ABS034

“A Self-Narrative Study of Teacher Professional Development

Construction through Participating in MOOC”

Diah Agustina Ratu

Universitas Islam Indonesia

16322060@students.uii.ac.id

ABSTRACT

The research aims to explore and reflect the diaries of pre-service teachers who employ MOOCs for
Teacher Professional Development (TPD) learning. Using self-narrative inquiry proposed by Yuan
& Hickman (2016), I uses diary as written documentation to review my personal experience
regularly. The participant of this study is myself. The settings of study are higher education in pre-
service teachers. The data were collected through the diary and some documents e.g. photos and
videos that represent the reflection on the use of MOOCs. This research is expected to have a
practical contribution in a way to explain how MOOCs benefit pre-service English teachers’. The
result showed that I feel significant improvement to my professional development construction.
What I did not know in the past can be answered by the tutors in my present MOOC program.
Extensively, I felt more enthusiastic to share what I have understood for free and helped me achieve
my perspective to teach my students afterward.

Keywords: MOOC, pre-service english teachers, teacher professional development, TPD-

MOOC

INTRODUCTION
The current discussion on Teacher Professional Development (TPD) in Massive Open Online
Courses (MOOC) mostly highlighted the effective MOOC design (Sullivan et al, 2019), the strategies of
joining MOOC (Dubois et al, 2019), the achievement of using MOOC (Koukis & Jimoyiannis, 2019) and
student motivation of joining MOOC (Deshpande & Chukhlomin, 2017). Laurillard (2016) reported the
implementation of a TPD-MOOC using Coursera. The course achieved the intended learning outcomes and
showed the participants considering that the course was highly valued. Teachers' engagement in MOOC
forums was much higher than for the average MOOC and supported effective co-learning among
professionals. Recently, Koukis & Jimoyiannis (2019) found that teachers were highly positive about
integrating collaborative writing modes in their designs and classroom practices of Greek- language lessons
and believe MOOC as an efficient environment for their professional development. It indicates that the
adoption of MOOC seems to be promising to help the teachers to apply new pedagogical approaches to
professional development. Thus, the use of involving MOOCs for TPD class is an interesting issue to be
investigated.
Indonesia has been involved online or blended learning for the TPD program. In 2016, the
government made an innovation by developing the TPD program, an activity to continuously improve
teachers' competence (as mandated by law no. 14 of 2005 about teacher and lecturer), conducted by
developing online learning as a part of the learning model in the teachers' training (Wuryaningsih et.al,
2018). The program divided into two different modes, namely Face to Face (F2F), fully online, and blended
(mixed learning). Silvia (2015) found that there are many Face to Face (F2F) workshops, short courses, and
training designed to enhance teachers' competence in TPD. However, there is no progress in this TPD
involvement at their institutions. Besides, the TPD program has constraints which sometimes conflict with
the teachers' routine teaching tasks and teachers' busy schedule. Therefore, online learning in TPD offers a
solution to accommodate teachers' needs.
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As a pre-service teacher, it is important to build my professional development earlier. Before pre-

service teachers are entering careers, they are still learning the basics of pedagogy in their areas of
specialization. I also become aware of the future challenges of teacher in the 4.0 era. To overcome the
challenge, I need to more knowledgeable and skilled in the use of technology. This aligned with Martinovic
& Zhang (2011) that pre-service teachers appreciated the opportunity to learn more about ICT and that most
of them found this aspect essential for the TEP (Teacher Educational Program). Thus, integrating technology
in pre-service teacher professional development has more opportunities to use MOOC throughout my career.
Despite the growing number of research on the use of MOOCs for TPD, only a few studies explain
ways to apply this implementation in the Indonesia educational setting that might be challenging (Silvia,
2015; Widodo & Riandi, 2013; Wulyani, 2017). One of the challenges is that there is still a lack of
administrative support and technological infrastructure at school (Wuryaningsih et.al, 2018). The teacher has
not optimized utilization in involving the use of MOOC or taking online classes at the TPD program. Also,
teachers' readiness needs to be enriched by their ICT skills so that they can encounter the rapid development
of technology related to teaching practices (Wulyani, 2017). Similarly, Widodo and Riandi (2013) reported
the use of dual-mode TPD that integrates Face to Face (F2F) sessions and online sessions were developed.
Participation in Face to Face (F2F) sessions was relatively higher than the participation in online sessions
due to the low ICT skills and infrastructure. This implementation is particularly more challenging in the
Indonesia context.
In western, the use of MOOCs for TPD itself has been implemented well (Koukis & Jimoyiannis,
2019; Dubois, 2019; Deshpande & Chukhlomin, 2017). However, in Indonesia, there is still a lack of skill
and internet to apply MOOC (Wuryaningsih et.al, 2018). Thus, to fill this gap, this study is aimed to explore
stories of my experiences in joining MOOC as a learning platform to enhance my professional development.
This research expects to have a practical contribution, in a way to explain how virtual courses
(MOOCs) benefit to construct understanding about TPD. In terms of empirical contribution, this research
aims at expanding and filling the gap of the use of MOOCs as learning tools for English pre-service teachers
in the Indonesia context. The research question addressed how do I experience and give meaning to my
involvement in preparing for my future professional development by joining MOOC?

THEORETICAL FRAMEWORK
MOOC as Learning Platforms
The term MOOC tends to be linked as a distance learning model. This is emphasized by McAuley et
al. (2010) that MOOC is meant for a collection of accessible online resources with an acknowledged expert
in the field of study. Similarly, Downes (2015) defines as a learning tool that can be used to support
education on a massive scale, accessible resource, online learning activity, and offers the sequence course.
The term MOOC proposed by Siemens (2013), who classified three main formats according to the current
configuration, were as follows:
xMOOCs, which is considered as mechanical MOOC. The course has traditional pedagogy, traditional
model, proprietary resources, predefined goals, limited interactivity, focused domain, and certification. In
this course, the professor is an authority that uses top-down information through recorded courses and
individual assessments.
cMOOCs, which is considered connectivist learning model. The course has connectivist pedagogy,
collaborative model, open resources, open goals, full interactivity, extended domain, and no certification. In
this course, each participant learns through collaborative work and assessment. The course is defined by
participants’ needs and goals.
quasi-MOOCs, which is considered as an asynchronous learning model. The course has personalized
learning, open resources, predefined goals, limited interactivity, focused domain, and no certification. This
course does not offer social interaction like cMOOCs yet intends to support the specific goals of the
participant.
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Current use of MOOC nails not only to students but also teachers as the participants (Koutsodimou
& Jimoyiannis, 2015; Laurillard, 2016; Wang et al., 2018). Koutsodimou and Jimoyiannis (2015) explored
the implementation of a TPD-MOOC about using Web-based tools in instruction for primary education
teachers, which concern individual engagement, peer interaction activities, and collaborative creations. The
course achieved a very high completion rate (82 percent) and the findings indicated that the majority of
teachers were satisfied with their participation in using MOOC. More specifically, Laurillard (2016)
reported on a TPD- MOOC, carried out in collaboration with the UNESCO Institute for IT in Education. The
investigation showed that the participants considered the course was highly valued. It is proven that they
achieved the learning goals and meet their expectations of involving MOOC. In another place, a recent study
in China was focused on a TPD-MOOC about flipped classroom pedagogy which has been delivered seven
times (Wang et al., 2018). Survey data were collected from teachers who enrolled in more than one round of
this MOOC. The results showed that the majority of persistent teachers were in a stage of experimentation
and reassessment in their teaching career, they had relatively rich teaching experience and they demonstrated
strong skills of goal-setting and self-regulated learning. It means that TPD-MOOC is required self-regulated
learning as a strong commitment to achieving the goals of learning.

MOOC in Teachers Professional Development Context

The research literature on the TPD program defines as an activity designed to improve teacher
professional skills, knowledge, and attitude to enhance students learning (Guskey, 1999). The program can
influence teachers' innovation and changes in attitudes, beliefs, and classroom practices. Those changes
bring the notion of the TPD program as an important activity for improving education through raising the
standard and experience of teachers. Another study on the TPD program is defined as an essential process of
high-quality that gives teachers' opportunity to participate collaboratively and actively in professional
communities (Hawley & Valli, 1999; Little, 2006). This term admits the interconnection between the quality
of the TPD program and student learning outcomes.
The use of MOOC seems as a potential learning platform in TPD. This online learning platform is
stronger than conventional ways such as face to face workshops, training, and short courses (Widodo &
Riandi, 2013; Silvia, 2015). One of the critical issues identified in the conventional TPD program is no
continuity of TPD engagement at their educational institutions. TPD programs also have temporal and
spatial constraints that sometimes conflict with the teacher schedule (Silvia, 2015). However, some
criticisms also addressed to TPD-MOOC practice in Indonesia, such as low ICT skills, low user experience
with the learning platform, the incompleteness of the uploaded modules, and the enormous tasks to be
completed in a short time (Utami, 2018).
The categories of TPD evaluation proposed by Guskey (2000), who classified five main components
can be present as follows:
Participant reactions
Assess the participant's reactions to their professional learning experience. This element also applies
to their perception of the curriculum development activity or study group experience. For example, the
participant will ask about their opinion towards the content and nature of the TPD program.
Participant professional learning
Discovers if the professional development experience changes in participants' knowledge, attitudes,
or beliefs. This change might be the result of any form of a professional learning experience. For example,
the participant will ask about how the TPD program helps their professional learning through MOOCs.
Participant use of new skills
Discovers if professional development experience changes participants' use of new skills in
classroom practice. This element emphasizes the transition from MOOC course to the real classroom. For
example, the participant will ask about how they use the new skills in the classrooms.
Organizational culture
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Finds out the organizational factors and their importance in evaluating professional development
programs and activities. This element concerned how their institution follow-up their TPD plans from the
course. For example, the participant will ask the plans supported by the institution or not.
Student learning outcomes
Concerned with how professional learning experience gives a result of improving students'
achievement. This element finds out the relevance of the TPD program and students' learning outcomes.
Most of the studies in TPD has dealt with MOOC on how teachers develop the course in the
classroom (Deshpande & Chukhlomin, 2017; Silvia, 2015; Wuryaningsih et.al, 2018). Deshpande &
Chukhlomin (2017) reported on a MOOC designed to prepare and support secondary-education teachers
towards using Web 2.0 tools in language instruction. The design of the particular MOOC directed by
connectivist principles and promoted teachers' participation and self-regulated practices along four
dimensions of activity: engagement and creativity, peer interaction, mutual support, and collaboration. This
MOOC achieved high rates of completion (62.5 percent). The result showed that teachers' motivation in
participating MOOC courses related to the personal development needs, the flexibility, the direct connection
of course content and classroom reality, and the demands of using new tools and pedagogical practices.
Similarly, Silvia (2015) reported on the use of Coursera for English teachers. The participants have positive
feedback towards the course, students' learning outcome, and self-regulation learning. They also stated that
the course impacts their pedagogical practice and belief. In other studies, Wuryaningsih et.al (2018) reported
that a positive influence on the improvement of teachers' knowledge and performance, as well as beliefs that
influence the curriculum implementation. It means that online TPD programs can be an alternative way to
enhance teachers' pedagogical quality. The online TPD programs are also more cost-effective than face to
face teachers' workshops.

Teachers’ Narrative of Professional Development

This can determine as teacher reflective from their practice through integrating the observation into
the emerging theories of teaching and learning (Dewey, 1993). Through narrative, teachers able to engage
the reflective cycle process where they should be active, persistent, and careful along with the observation.
Similarly, Johnson & Golombek (2017) stated that the reconstructive process enhances knowledge of self-
inquiry to reinterpret their experiences and to build local knowledge that situates in their classrooms and
contexts into meaningful works, especially with the students and communities. It means that teacher
narrative inquiry as professional development offers the authentic TPD on self-examination that increase the
control over their thoughts or actions and grant their experiences with deepened meaning for ongoing
improvement.
Despite the growing number of professional development research, only a few studies explain ways
the use of self-narrative as a method. Schwarz (2001) argued that teachers are still subject to one-size-fits-all
training in the implementation of the latest policy. Teacher training tends to be exposed to formal nature and
neglects the ongoing support of continuous learning. Likewise, pre-service teachers have even less voice or
choice than in-service teachers in their education due to the limited practice in designing their ongoing
development. Hence, authentic professional development should recognize the teacher's needs and as
thoughtful adult learners. Even in pre-service education, it should include opportunities that promote the
constructivist and recognize teachers' voices in the process. To give future teachers more ownership of their
development, teacher narrative can serve both the teacher story and teacher research.
By exploring the story of nature experienced will help the better understandings in which pre-
service teachers construct their professional development. It aligned with Johnson & Golombek (2017) that
teacher narrative inquiry is defined as a systematic exploration conducted by the teachers and for the
teachers through their own stories and language. It means that the research focused on the value for teachers
inquiring into their teaching, builds the meaning, and recognizing them as autonomous adult learners. It also
clarifies the issues and finds the answers or at least understandings.

METHODS
This research is a self-narrative inquiry as constructed and implemented by Yuan & Hickman
(2016). To obtain the data, I used a diary as written documentation to review my own professional
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development throughout the MOOC that I attended. In this research, I apply the second self-narrative
approaches, which is through self-portraiture. The reason is due to it is applicable in education perspective
and it accommodates the aims of this research. Since I set the objective to reflect my professional
development construction, I employed writing as my data collection, in the form of a diary. Then, I create
narratives about my own personal experience. Indeed, it is not easy, yet self-study is proven to be effective
to have a comprehensive reflection.
There is one participant in this study who is me. I am in the 7th semester at the English Education
Department of Universitas Islam Indonesia. I knew MOOC since 2018 when I took a TPD course at my
university. This is my 2nd attempt at involving MOOC as a learning source. Previously I took an online
course from Coursera about e-portfolio for pre-service professional development. Recently, I participated in
AE MOOC for pre-service teachers learning TPD about TESOL methodology. I have an interest in teaching
English that makes me want to learn more from the other experts in MOOC. I believe MOOC is one of the
alternative ways to learn in this era. Involving MOOC in my learning professional development helps me in
the busy schedule as an undergraduate student. MOOC seems promising to me due to the accessible online
course and time flexibility. That is why I bring an idea to involve MOOC in my professional development.
Moreover, I wrote diaries for the whole two months to share my experience in learning TPD. During the
program, I received some information related to TPD. The settings of study are higher education in a pre-
service teacher. I involve MOOCs to investigate my daily journal written during online learning using AE
MOOC for the TPD program in Indonesia.
In this study, I choose Guskey (2000) professional development evaluation as the instrument to
assess teachers' attitudes, skills, and knowledge towards the MOOCs course. The evaluation examined:
participant reaction, student learning outcomes, participant professional learning, organizational culture, and
participant use of new skills. The data were collected through the diary and some documents e.g. photos and
videos that represent the reflection on the use of MOOCs. I use a diary as main data and related document as
secondary data. In the diary, I use Barkhuizen (2014) diary template to focus on the content. Each template
consisted of seven or eight sentence starters organized in such a way that I would determine the direction of
the story. Additionally, I use thematic analysis as a data analysis method for identifying, analyzing, and
reporting patterns (themes). It also effective in linking the relationship between the theoretical concepts and
its themes.
I use an autobiography diary. To avoid bias, I write my own learning experience through MOOC.
According to Barkuizen (2008), in autobiographical, the issue of trustworthiness does not really arise,
because the story is derived from myself (first-person). This condition is more trusted compared to
biographical, or third-person, where there is a risk that the original story will deviate for the purposes of
research. I consider confirmability and credibility as trustworthiness criteria to ensure the rigor of findings.
In confirmability, the findings could be confirmed by match the diary data, document data in MOOC, and
Instagram Live data. I use the diary as main data and related document as secondary data. In credibility, the
findings are drawn from the participant’s original data which is not made without any constructs. The diary
also had a process of rereading data and reflection checking when writing a diary.

RESULTS AND DISCUSSION

I Guess My Professional Development is Improving
By considering the theory by Guskey (2002), professional development evaluation elements’ which
consist of participant reaction, participant professional learning, participant use of new skills, student
learning outcomes, and organizational culture
Participant reaction
I have a positive reaction involving MOOC as professional learning. I gain knowledge and skills
through the online course. I voiced that the online TPD program is related to my major course and
meaningful. Further, I mentioned that the content of the course has clear learning goals and a good course
organization. Then, the course timeline fits into my schedule. However, the MOOCs did not provide any
collaborative learning for lesson sharing or lesson review. The data are provided below:
Soon after I knew, the professional development program content was relevant to my previous course,
Instructional Design, which the student asks to create a lesson plan.
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(PDE/PR/D2/009)
Now, my TPD learning through MOOC is meant to inspire me to create a great lesson plan
(PDE/PR/D2/023)
Now, I’m impressed by the way MOOC deserved the content, goals, assignment in my TPD learning. The
objectives of each session are clear.
(PDE/PR/D5/026)
When I used MOOC again after KKN, I felt better. Setting my study time for online TPD programs worked
pretty well for me
(PDE/PR/D4/006)
I already enjoy self-paced learning yet this MOOC is kinda different from the last MOOC that I enrolled in
before. There is no collaboration task either pair work or small group discussion. The MOOC only
facilitates forum discussion in the column box.
(PDE/PR/D5/010)
According to the previous statements, it is necessary to underline that there are four significant
elements of online TPD programs: (i) relevancy to the language classroom practice, (ii) structure of the
MOOC (content, activities, and assignment), (iii) effective learning community (sufficient learning time &
great facilitator), and (iv) collaborative learning. These elements enable the course developer to conduct
fundamental TPD activities. It is aligned with what has been implemented by me. There was no issue about
the structure of the MOOC which can be deemed as effective online learning. Yet, there is an inadequacy
that I don't let my peers in conducting a teaching plan through the course. The MOOC facilitators do not
involve the collaborative aspect in the platform as their pedagogical design. Peer collaboration and
connection of the course to the classroom reality are critical success factors for TPD MOOCs (Laurillard,
2016). It better for the MOOC platform to provide or to allocate the time for the participants to share their
ideas in order to improve collaborative learning. Whereas, the existence of group assignments can increase
knowledge by exchanging participants' ideas and opinions toward others in conducting a good lesson plan.
For this reason, MOOCs platform needs to modify the assignment to build peer-collaboration reflective in
their course design.
Participant reaction
I successfully in regards to the gain of participant professional learning. I showed a positive voice
that online TPD programs help me. I acquire a better knowledge of teaching methods; integrate teaching
practice materials into the lesson plan; develop new knowledge and skills to conduct my teaching plan;
effective way to conduct the need assessment, and enhance the contributions to the major or community.
The following transcripts represent the positive views expressed by the participants;
Also, professional development helps me develop a greater understanding of practice for teaching using
TESOL methodology e.g. communicative language teaching, content-based instruction, and task-based
language teaching (TBLT).
(PDE/PPL/D1/033)
Previously, I was only concerned about the number of skills in the lesson plan. For example, I integrated
two skills (speaking and listening) as output and input learning in my previous microteaching. If I use
listening as input learning, then I should’ve to use speaking as the output learning. But then, after I watch
this video, you can combine all of the skills. This professional development course helped me integrate all of
the skills with engaging activities into the one lesson
(PDE/PPL/D2/025)
This professional development course helped me acquire the knowledge and skills to create my lesson plan.
I can use brain-based strategies with the Frayer model (see page 29) which I am interested in the most,
select the best word, degrees of meaning, word analysis, and charades.
(PDE/PPL/D3/032)
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What I can do well when I use MOOC for TPD learning is another way to conduct the need assessment for
curriculum y FGD and discourse analysis
(PDE/PPL/D4/018)
The professional development course enhanced my contributions to the community by conducting the
webinar and joining an English tutor online.
(PDE/PPL/D6/040)
Regarding the earlier statements, these findings represent that MOOCs online make me meet some
important insight which helped me to deepen my pedagogical knowledge and influence my own teachers’
beliefs. Importantly, the MOOCs occur in synchronous e-learning system that has some advantages over
asynchronous e-learning environment, which is in line with Hennessy (2009) where synchronous e-learning
can address the issue of teacher expression and explanation, lack of contextual understanding, and
adjustment between course and explanation. Furthermore, this is related to the concept of a community of
practice (CoP) learning. The MOOCs course helped me to improve my classroom practices based on real
situations because participants' of the program mostly derived from the worldwide in-service teacher,
lecturer, or even education practitioners. Aligned with Smith & Sivo (2012), he stated that online TPD
programs afford teachers' opportunity to share their ideas and real classroom experiences virtually. This
course provides pre/in-service English teachers a chance for learning TPD in an online platform. I pleaded
that I found some ideas to implement in further teaching practice through this online learning.
Participant use of new skills
I demonstrated high competence in using new skills. I can implement the learning in real practice. I
showed a positive impact that TPD program helps me to implement a variety of multi-skill instructional
options, get more digital badge as achievement, and share the knowledge among the community through a
webinar. The data are presented below:
I will develop and implement a variety of multi-skill instructional options with a toolkit for conducting more
interactive, learner-centered, lessons that motivate students and hold their interest in the course.
(PDE/PUNS/D2/034)
My successful story in learning TPD through MOOC is got a digital bandage again and I held a webinar!
(PDE/PUNS/D6/039)
Based on the statements mentioned previously, I showed my interest and confidence to rethink my
pedagogical practices in language lessons. Therefore, I committed to changes my pedagogical practice in
response to TPD learning opportunities for enhancing students’ learning outcomes. The desire derived from
me can encourage professional learning further. As emphasized by Fenstermacher & Richardson (2005)
stated that successful teaching means that learners gain knowledge level of proficiency from what the
teacher does in teaching. It is evidenced by the participants’ actions, such as holding a webinar and applying
an English tutor to implement her knowledge from these MOOCs. In addition, the notion of TPD learning
which is implemented in classroom practices consists of planning, demonstrating, and reflecting (Bruce
et.al., 2010). I transferred my TPD course, TESOL, into the communities especially English pre-service
teachers. It means that the course makes the possibility of adopting professional development knowledge
into real classroom situations. From the results presented above, it can be concluded that online TPD
programs such as MOOCs can enhance my new skills and knowledge. Thus, I showed increased interest and
confidence to rethink their instructional practices in language. As a result, I gain achievement in new skills
and knowledge.
Student learning outcomes
I showed significant feedback in regards to my teaching practice; thereby positively affecting
students‘ achievements. I get great students’ feedback and confidence in applying the MOOCs learning into
real practice to increase students’ performance. The following transcripts represent the positive views
expressed by the participants
I also get great feedback such as “nice teaching” “very informative session” “inform me if you had another
class” or else.
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(PDE/SLO/D6/056)
If I can change it, I think the use of songs, interactive reading jigsaw and relay, and fun grammar exercises
are effective because it engages learners' interests and is meaningful for them.
(PDE/SLO/D2/043)
I believe my new learning method is likely to increase my student performance in the classroom.
(PDE/SLO/D1/057)
From the data shown, it marks a student learning outcome experienced by myself. In the transcript
(PDE/SLO/D6/056), it was clear that I get positive feedback from my webinar participants. It means that the
knowledge transfer from MOOCs learning into real practice is successful. It is linked with (Dinardo,2010;
Peter,2013) findings that TPD programs for teachers show changes for both students' learning outcomes and
students’ achievements. This empirical evidence indicates that TPD programs should aim to increase the
quality of both students’ learning outcomes and enhance their academic achievement. At this point, Guskey
(2000) maintains that significant developments in teaching rarely happen without interference from TPD
itself. This is an absolute thing to enhance all the educational development efforts. Hence, it is crucial that
teachers and other member institutions engage in meaningful and vigorous TPD to promote and enhance the
content and skills knowledge (Smith & Sivo, 2012). It means that both online TPD programs and student
attainment are interrelated because teachers always innovate and change their pedagogical practices that suit
adequately to the student.
Organizational Culture
I got supported from my campus to implement what I learned on MOOC. I showed valuable action
towards the community. I voiced that her TPD program is supported by the lecturer and university. The data
are provided below
In the future, I use MOOCs for TPD learning to hold a webinar. Creating a follow-up plan from this course
is supported by my campus.
(PDE/PC/D6/036)
According to the previous statements, it is a good policy that there are follow-up TPD program plans
from the course supported by my university. I get support from my own lecturer to boost my professional
learning adapted from MOOCs courses. Under other conditions, the authorizations should be fully conscious
that online TPD programs hold promise as the effective platform enables participants with sustainable
support, sustainable community, integrate the great content, and adequate assessment (Liu, 2012). To build
and maintain TPD programs, the supportive institutional culture gives vitality to increase pedagogical
practices.

This MOOC joining has changed my belief

Content
With regard to my professional development needs, I perceived MOOC as meaningful professional
learning by its content. This course enhanced my understanding of TPD and offered opportunities to
improve my knowledge, skills, attitude, and networks which I consider important for my continuous
professional development. The following quotes are indicative examples of the views expressed by myself:
Through this course, I explore various TESOL methodology. I recall my memories of ground theories and
practices in learning to teach. I learned how I improve my knowledge of language teaching methods and
principles. I also have discussion time by sharing some ideas and questions with the other participant using
the comment feature
(MTPD/COC/D1/008)
Through this course, I learn how to maximize vocabulary acquisition for English learners with a focus on
easy-to-implement classroom strategies and activities based on brain-based learning and critical thinking.
(MTPD/COC/D4/003)
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I believe my new skill in developing the CoP is likely to increase the pre-service community awareness I
think it’s a great idea if I can establish the CoP for the pre-service teacher.
(PDE/SLO/D5/032)
In responding to the professional learning content, I positively voice that TPD programs are relevant
to the major and develop a better understanding of teaching practice. Previously, I took a material
development workshop as professional learning. The material of the workshop is great yet somehow it is
hard for me to understand. It is because of the use of speaker language while the speaker in MOOC uses
easy language to understand. Also, the topic of the workshop only concerns material development whereas
online professional development in the MOOC provides more content such as teaching method, need
assessment, lesson plan, the community of practice, etc. The workshop is less engaging than online learning
(MOOC). Through MOOC, I meet some important insight in each session such as how I integrated the
skills, how I used the engaging activity to increase students’ vocabulary, how I conduct the lesson plan, and
so on.
Therefore, involving MOOCs for a pre-service teacher is a way to deepen the participant's
knowledge and resolve the lack I faced. It is proven by my knowledge that I can integrate all skills in one
meeting. Previously I knew that we should integrate two skills only. Then after I complete the course, we
can integrate all skills into one meeting with engaging activities on it. This is aligned with (Rodisier & Pace,
2015) mentioned that the online TPD program provides an opportunity for novice teachers who deal with the
issues of isolation. They require a supportive CoP (Community of Practice) to enhance the professional
development that focused on English arts and literacy. As a pre-service teacher, I had a lack of supportive
professional community. It tends to be less finding other pre-service teachers who attend professional
development events. So, I joined an online professional development course through.
Furthermore, to define whether the content is good or not the MOOCs developer should make the
course into small meaningful chunks of information (Oakley et al, 2016). In this MOOC system that I
joined, the creator has been competent in packaging the information. The creator divided into 6 sessions
with a different topic about TESOL methodology. I found that it is easy to follow since the creator adds
more pictures and real class examples.
Possible problems
Most of the problems are categorized as a technical problem that depends on an internet connection,
ICT skills, and device capability. In terms of internet connection, I had been lacking an internet or WiFi
connection with poor bandwidth and unstable signal. In ICT skills, I need to learn how to use MOOCs
through laptops; what’s MOOC user interface looks like; and so on. Those three technical problems hamper
my productivity in learning with MOOCs. Moreover, another problem that I found during the program is
emotional problems. This problem appears in the term of motivation and concentration. At the beginning of
the course, I believe that I can pass the course without any constraints. As time went by, I lost my motivation
in the middle of the course when I was students' community services. My concentration also decreased due
to the projects that I did during the students' community services. The data are provided below
Soon after I knew a problem I experienced with MOOC was the user-interface. Call me “norak” cause I
don’t know how to operate this lol. I don’t know how to play the video nor comment on the discussion. This
is not my first time using MOOC, I ever enrolled in the course in Coursera yet it is different from my
previous MOOC.
(MTPD/PP/D1/016)
Another problem I had with my TPD-MOOC was device capability. Since my laptop is old-enough, it easily
hangs.
(MTPD/PP/D1/020)
The common usual problem that I found in TPD-MOOC is the time, internet connection, motivation, and
concentration. Having a 4G signal on the hill doesn’t guarantee you. I also got many disruptions since the
beginning of the course since the cafe is noisy and not proper to study yet the cafe has Wi-Fi with a great
connection.
(MTPD/PP/D4/007)
10 |

The problem that I experienced with MOOC was misreading the class time. I thought the course started at 8
pm, as usual, it turns out the course started earlier at 7 pm.
(MTPD/PP/D5/01)
On certain occasions, I am forced to do something to overcome the problem by changing the device, making
the alarm reminder, etc. To this extent, I tried to go upward to the hills. In data (MTPD/PP/D3/003), it was
clear that during the students' community services, I still enroll in the online class to complete the course.
I streamed the course in Cerita Kita cafe near my students' community services village (it’s 10 km, I called it
near) at 8.30 pm. I know that I am late but at least I try my best to enroll in the course for my thesis one and
only. There are several dramatic moments before I went to the cafe such as get lost, drive-alone through the
forest, afraid of the ghost, etc
(MTPD/PP/D3/003)
In relation to this statement, the problems that I faced turned out to be the reason why I must enroll
in the class during students' community services. I keep attending the course because it is my requirement in
the thesis. My thesis is to become the motivation for why I need to sacrifice everything. This aligned to the
(Keller & Suzuki, 2004) stated that motivation takes a crucial part in an online learning platform because
learners work individually with insufficient social interaction and support at a distance. If I am motivated to
learn, the dedication to complete all of the courses is higher. Another motivation influences me such as
receiving the badges and completing the diary. Hence, those motivations impact my professional learning in
the MOOC.
Opportunities
I had an idea to establish a pre-service community of practice (CoP) which is rare to be found in
Indonesia. I also want to implement a need assessment by FGD and discourse analysis which can be added
to be a new instrument for conducting need analysis. The data are provided below:
In Indonesia, there is a CoP for an in-service teacher named MGMP/PGRI. But I don't if there’s a CoP for
pre-service. I think it’s a great idea if I can establish the CoP for the pre-service teacher.
(MTPD/OPP/D5/033)
FGD and discourse analysis have the potential to be implemented in need assessment at school
(MTPD/OPP/D2/037)
In the future, I would like to use MOOC for TPD learning to prepare my future career as a teacher
(MTPD/OPP/D1/046)
According to the statements, it seems that this MOOC has influenced my pedagogical and belief as indicated
by further action that I will take. Besides that, the statement also revealed the pre-service awareness to adopt
MOOC as a new TPD program learning.

CONCLUSION
Drawing on the findings, it is found that by participating in online learning, I feel a significant
improvement in my professional development construction. What I did not know in the past can be answered
by the tutors in my present MOOC program. Extensively, I felt more enthusiastic to share what I have
understood for free. Based on the data, showing what happened to me in the past and what happened after I
did the knowledge from MOOC and helped me achieve my perspective to teach my students afterward. As
an implication, this research could give an alternative for pre/in-service teachers who would like to use
MOOC as a learning platform to enhance professional development based on their needs and accessible
course. In spite of the helpful findings cited in this manuscript, I acknowledge that the current study has a
limited study on how the study does not add and examine other participants. For this reason, further studies
can be enhanced to different types of narrative inquiry.

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