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Future proof Teacher Professionalization.

The Case of the MOOCs.

Maartje Henderikx
Open University of the Netherlands,
Faculty of Educational Sciences
Heerlen, Netherlands
maartje.henderikx@ou.nl

Maaike Mustamu-Veringa
Stichting Eduvier
Lelystad, Netherlands
m.mustamu@gmail.com

Abstract: This explorative study aimed to get insight into teachers’ attitude towards using
MOOCs for professional development purposes and their respective design preferences. An
additional aim was to create awareness for MOOCs as a serious option for professionalization
purposes. Quantitative data using surveys and qualitative data via email was collected in March
2020 and March 2021. The results showed that teachers were generally quite positive about the
idea of using MOOCs for professional development purposes which was further strengthened
by their online teaching and learning experiences due to the COVID-19 pandemic. Based on
their design preferences key design recommendations are a) take the xMOOC format as a
starting point, b) ensure flexibility in terms of time and pace. This means that a self-paced
option should be provided, c) explicitly support instructor and peer interaction and d) choose
the topic wisely; MOOCs are not always best suited for teaching certain skills.

Introduction
Teacher professionalization is about developing knowledge and improving one's own teaching practice. This
process takes place throughout the entire career. Professionalization consists of targeted interventions that
enhance the quality of teaching and subsequently the quality of education (Vermeulen, Klaeijsen & Martens,
2013). The most common and preferred model of learning is formal learning, also when it comes to
professionalization and professional development while active in the workforce (Linardopoulos, 2012).
However, due to the nature of teaching, it is very difficult for teachers to engage in formal education
activities, which are typically organized outside the workplace during the day like lectures, workshops, seminars
and conferences (Lubberman & Pijpers, 2013). They often face barriers like ‘lack of time’ and ‘lack of
flexibility’, which makes it difficult or in some cases even impossible for them to engage in professionalization
activities (Roosma & Saar, 2017).
Moving learning online, using Massive Open Online Courses (MOOCs) for professional development
purposes may be an answer to this problem. The potential suitability of MOOCs as a form of non-traditional
(non-formal) education, is supported by Lubberman and Pijpers (2013) who found that long-term and more
intensive forms of training are more effective than training that only lasts a few hours or a day. Also, a study by
Jochems and colleagues (2013) showed that learning results are greater when engaging in self-study that includes
guidance from an online learning environment
MOOCs are online-courses of various lengths, covering various topics, designed to be accessible to
anyone, anywhere, at any time and often developed by educational institutes all over the world (Misopoulos,
Argyropoulou & Tzavara, 2018). At the beginning of the MOOC development, a clear distinction was made
between cMOOCs (connectivist approach), which built on user-generated content and connections between the
participants (Siemens, 2005), and xMOOCs (cognitive-behavioral approach), which were MOOCs that followed
the “traditional educational model of knowledge transfer from teachers to students” (Alario-Hoyos, Perez-
Sanagustin & Delgado-Kloos, 2014). In the past few years the hybrid MOOC, a MOOC containing a
combination of cMOOC and xMOOC teaching principles, made its entrance (Saadatdoost, Sim, Jafarkarimi &
Mei Hee, 2015), blurring the previous distinction between the two initial approaches.
Several studies have showed that MOOCs can make education available to anyone who wants to engage
in professional development and that they provide an alternative to professional training programs (Donitsa-
Schmidt & Topaz, 2018; Mabuan, Ramos, Matala, Navarra & Ebron, 2018; Misra, 2018). A study by Jobe,
Östlund & Svensson (2018), which examined the advantages and disadvantages of using MOOCs for
professional development of teachers, found that MOOCs are very suitable for providing high-quality education

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that can be put to good use for the further professional development of teachers. One of the most advantageous
design features of MOOCs is the flexibility it offers in terms of both time to be spent and location. This makes it
possible for teachers to engage in professional development at their own convenience (Koukis & Jimoyiannis,
2019). This is confirmed by a study by Donitsa-Schmidt and Topaz (2018) who found that the learners, who
were teachers, were very satisfied with the flexible learning environment that MOOCs provide. Another, by
teachers, positively received feature was the opportunity to actively engage in the MOOC and share personal
experiences with other learners Mabuan et al. (2018). These results are supported and further extended by
several other studies about MOOC design features that revealed that teachers attach great value to peer
interaction, collaboration and flexibility (Karlsson, Godhe, Bradley, & Lindström, 2014; Koukis & Jimoyiannis,
2019: Koutsodimou & Jimoyiannis, 2015; Laurilard, 2016). Generally, teachers experienced MOOCs as an
effective environment for their professional development (Koukis & Jimoyiannis, 2018; 2019).
However, only limited studies address the topic of MOOCs for teacher professionalization (Koukis &
Jimoyiannis, 2018). Especially regarding teachers’ attitude towards the non-traditional education format of
MOOCs and their design-preferences regarding MOOCs for professionalization purposes. Therefore with this
explorative study, in line with a call for action by Misra (2018) to extend research about and promote MOOCs
for teacher professionalization, we aimed to make a contribution to current research on MOOCs for teacher
professionalization and simultaneously raise awareness for online learning in MOOCs as a viable option for
teacher development. The following research questions guided the study:
RQ1: What is the attitude of teachers towards using MOOCs for teacher professionalization?
RQ2: What do teachers regard as positive and negative aspects of learning online in MOOCs?
RQ3 What preferences do teachers place on MOOC-design?
An extra dimension was added to this study by the COVID-19 pandemic, causing for education to move
online since over a year now. Insight in the possibilities and design preferences for online education for teacher
development is more pertinent and actual than ever. The forced circumstantial switch to online education
provides opportunity and a strong sense of urgency to reshape education in general as well as for teacher
professionalization specifically (Flores, 2020). Regular professionalization programs in traditional settings are in
many cases not suitable anymore (van der Spoel, Noroozi, Schuurink & van Ginkel, 2020). Also, as teachers
provide, use and experience online education themselves for over a year now, it is likely that they become more
informed about the possibilities and potential added value of online learning which may lead to increased
acceptance of using technology for learning and teaching (Ottenbreit-Leftwich, Glazewski, Newby & Ertmer,
2010). In order to get some understanding of this, we approached a number of participants of the original study,
a year after education made its sudden shift to online education, with additional questions to answer the
following research question:
RQ4: Did the experience with online education due to the COVID-19 pandemic affect teachers’ take
on online learning in MOOCs?

Method
Participants
The respondents were teachers employed at various secondary schools in the Netherlands. In total 64
respondents completed the survey (42 women, 22 men, M age = 45 years, age range = 24-66 years). Using
convenience sampling (Rahi, 2017), 26 respondents (13 women, 13 men, M age = 44,8 years, age range = 26-64
years), of the 64 respondents who completed the survey, were recruited to provide additional in-depth
information via email at two points in time. Most of the respondents held a bachelor degree (64%), 28% of the
respondents held a master degree and the remaining 8% of the respondents indicated ’other’. Regarding
experience with online learning, 21% of the respondents indicated that they did not have any experience with
learning online, 48% expressed that they participated in an online course at some point, 14% participated in a
MOOC before, and 17% had experience with distance education.

Materials
To get insight into their attitude towards online learning and MOOCs for teacher professionalization
purposes and their preferences regarding the design of MOOCs, a set of questions was constructed based on
studies by Mabuan et al. (2018), Donitsa-Schmidt, and Topaz (2018), Koukis and Jimoyiannis (2018),
Vermeersch (2017) and Liyanagunawardena, (2019). The questions could be answered on a 5-point Likert scale
(1=strongly disagree/very unimportant and 5 = strongly agree/very important). Example questions are “I like
being able to study in my own pace”, “I like to have regular contact with the instructor” and “I welcome peer
feedback”. In addition, the survey included several general questions about gender, educational level and online
learning experience. The survey was tested by several secondary school teachers to enhance validity. To gain

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deeper insight into learner attitude, preferences and positive and negative perceptions regarding learning in
MOOCs, additional open questions were formulated based on the survey results in both March 2020 and March
2021.

Procedure

In January and February 2020, secondary school teachers were recruited via social media. The social
media message contained a link to the open source online survey tool Limesurvey (http://www.limesurvey.org),
to participate in the survey. Participation was voluntary, and informed consent was obtained from respondents
following ethical guidelines of the providing institution. Filling out the questionnaire took approximately 20
minutes. Respondents could indicate if that they were willing to provide additional in-depth information. In
March 2020, these respondents were contacted via email with additional open questions. In March 2021, the
same respondents were approached again with several follow-up questions related to Covid-19 education
experiences in relation to learning online in MOOCs. Approval for this study was granted by the Ethics
Committee of the Open University of the Netherlands (05/11/2019/Kenmerk U/2019/08895/MQF)

Results

Attitude towards using MOOCs for teacher professionalization.

To assess teacher attitude towards learning online in MOOCs for professional development
purposes, respondents were given the choice between taking a 1-day teacher professionalization course at a
traditional (face-2-face) learning institute or taking a MOOC on the same subject. Their response revealed a
slight preference for taking a course at a traditional institute (Fig. 1).

Figure 1: Teacher’s preferred learning context

After a year of providing and receiving online education due to the COVID-19 pandemic, the respondents
who initially indicated that they would be willing to provide additional in-depth information were approached
again and were asked whether they participated in any development activities during the year, whether this took
place online or offline, how they experienced this and if it changed their opinion about online learning in general
and learning in MOOCs specifically as means for teacher professionalization.

Figure 2: Participation in teacher professionalization activities since COVID-19 pandemic

The majority of the respondents (84%) did participate in online learning activities aimed at
professionalization (see Fig. 2). To the question how they experienced learning online, all respondents indicated
that they were very pleased with the experience. Several respondents stated “there are so many design and
engagement possibilities in an online learning environment”, “the learning materials and overall setup are much
more to the point” and “the flexibility it provides is great”. All respondents were also asked whether their
experience of the past year with teaching and learning online affected their opinion about online learning in
MOOCs (Fig. 3).

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Figure 3: Change of opinion about learning in MOOCs

Fig. 3 shows that 42% of the respondents did indeed change their opinion about MOOCs being a viable
option for professional development. Their opinions changed from negative to positive or from slightly positive
to very positive. This was reflected in their additional explanations provided via email: “Due to COVID-19, I
was forced to teach and learn online but this made me see the possibilities of learning online. Also after the
COVID-19 pandemic”, “the offer of suitable MOOC-topics is so much greater than suitable offline course
topics” and “making the abrupt and forced switch to online learning last year forced me to become more skilled
at online education. This really changed my opinion about online learning and learning in MOOCs”.

Positive and negative aspects of learning online in MOOCs

One of the additional open questions sought to identify aspects of learning online in MOOCs that
teachers perceived as positive or negative in both March 2020 and March 2021. These aspects came from what
teachers expected or from their own experiences (see Tab. 1).

Table 1: Overview positive and negative aspects of learning online in MOOCs

One year after the initial study, the same question was posed again to the respondents who initially
indicted that they were willing to provide additional in-depth information via email. In this past year, all
respondents provided, used and experienced online education themselves and were therefore more informed
about the possibilities, impossibilities and potential added value. This resulted in several additional positive and
negative aspects as can be seen in Tab. 1.

Design preferences for MOOCs design

The third research question focused on understanding the design features considered important by
teachers concerning the use of MOOCs for professionalization purposes. The MOOC taxonomy by
Liyanagunawardena et al. (2019), which is based on various classifications used by MOOC providers to
categorize MOOCs and provides information about their design and features, was used as a guideline to organize
teachers’ design preferences for MOOCs (see Tab. 2). It distinguishes between features related to ‘massiveness’,
‘openness’, ‘being online’ and the course design of MOOCs.

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Table 2: Overview of design preferences for MOOCs

The overview in Tab. 2 shows that teachers found the lack of enrolment barriers (M=3.72, SD=1.05),
the accessibility (M= 3.56, SD=1.22) and the possibility of studying at one’s own pace (M=3.70, SD=1.11)
important features. About the accessibility, several respondents stated “I think that MOOCs should be accessible
to anyone anywhere at any time”. The preferred pedagogical approach was the cognitive-behavioral approach as
the average rating given by respondents for xMOOC cases was 3.76 (SD=1.07) in comparison to the an average
of 3.02 (SD=1.05) for cMOOC cases. In their responses on the additional open-ended questions respondents
were very clear about the preference for “an instructor who provides structure and clear expectations”. Other
course related features considered important were the possibility of obtaining a certificate (M=4.25, SD=1.07),
instructor (M=4.07, SD=.80) and participant interaction (M=3.70, SD=.93) and peer feedback (M=3.63,
SD=.92). Lastly the results showed that instructor feedback can be regarded as the design feature that is
considered most important by teachers (M=4.37, SD=.59). Respondents preferences about instructor interaction
and feedback were evident in the responses to the additional open-ended questions: “I expect that an instructor is
easily accessible for questions”, “It should be possible to contact an instructor at moments I am stuck” and “I
need feedback from an instructor to help me along and improve myself”

Discussion
This explorative study aimed to get insight into teachers’ attitude towards the non-formal education format of
MOOCs for professional development purposes and their respective design preferences. At the same time we
wanted to increase awareness for MOOCs as a serious option for professionalization purposes. In addition, we
were interested in whether the online teaching and learning experiences prompted by the COVID-19 pandemic
affected their attitude towards learning online in MOOCs.
The first research question addressed teachers’ attitude towards learning online in MOOCs. The results
showed that teachers were quite positive about the idea of using MOOCs for professional development purposes
and this was further strengthened by the educational consequences of the COVID-19 pandemic. Having been
forced to teach online and taking online courses themselves during the past year, the general consensus was that
online learning programs can be a viable alternative for professional development. The flexibility and
possibilities offered by online learning environments were particularly appreciated. This finding is in line with
Ottenbreit's et al. (2010) theory which suggests that when people provide, use and experience online education
themselves, their willingness to adopt it will be influenced. In this case it positively affected the acceptance for
learning online in MOOCs.
The second research question sought to identify aspects of learning online in MOOCs perceived as
positive or negative by teachers. The positive and negative aspects collected in March 2020 reflected fairly
general assumptions and experiences regarding online learning. Perceived as positive aspects for example were
‘no travel time’, ‘studying at one’s own pace’ and examples for perceived negative aspects are ‘little social
interaction’ and ‘need for self-regulating skills’. After a year of teaching and receiving online education
themselves, more specific negative and positive aspects were given like the positive aspects 'efficient way of
learning', 'not suitable for teaching all skills' and the negative aspect 'technique sometimes fails'.

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Most recently mentioned negative and positive aspects of learning in MOOCs are somewhat guided by
their own online teaching and learning experiences of the past year due to the COVID-19 pandemic and
specifically based on personal learning experiences in MOOCs. However, this does not negate the fact that it
made teachers more aware of the opportunities that MOOCs can offer in terms of being a flexible form of
professional development that can be combined with everyday teaching practice.
Generally it can be inferred that teachers increasingly consider MOOCs as an option for professional
development. The third research question aimed at uncovering what preferences teachers place on the design of a
MOOC. In line with literature (Donitsa-Schmidt & Topaz, 2018; Koukis & Jimoyiannis, 2018) the flexibility of
MOOCs in terms of enrolment, the ability to study in one’s own pace, and accessibility is rated highly as it
makes professional development much more feasible to fit in teachers’ work schedule. It provides them with the
opportunity to actively engage in professional development activities which ultimately is an obligatory part of
their job. Also in line with literature is their preference for learner interaction and peer feedback (Karlsson et al.,
2014; Koukis & Jimoyiannis, 2019: Koutsodimou & Jimoyiannis, 2015; Laurilard, 2016). But what stands out
greatly is the importance they place on interaction with the instructor, instructor feedback and the possibility of
obtaining a certificate. This matches with their preference for xMOOC formats as this format follows the
traditional cognitive-behavioral approach of learning (Rodriguez, 2012). The instructor is central, learning goals
are defined, the MOOC follows a clear structure and is content oriented. This combination of preferences for
design features indicates a need for the flexibility that learning in MOOCs can provide and at the same time the
structure and support that traditional education generally provides.
Concerning the last research question, taking all the results into consideration, findings of this study
demonstrated that COVID-19 indeed affected teachers attitude towards considering MOOCs for professional
development purposes. Their take on online learning in general and MOOCs specifically became more positive
because they experienced positive and negative aspects of online learning first hand which enabled them to place
better judgements concerning these aspects. An unintended side effect, also found by Van der Spoel and
colleagues (2020) was that they became more skilled and therefore also more knowledgeable about online
learning.
There are some limitations that should be taken into account. The results of this study are not
generalizable because the sample is small and limited in the sense that it only considers Dutch secondary
teachers. Future research should aim for bigger and more diverse samples which would create a better
generalizable picture of what teachers attitudes and preferences are regarding online professionalization and this
would also expand awareness for MOOCs as an option for professional development. It might also be desirable
to include policy-making and Human Resource departments in these studies as they are in a position of
promoting and organizing professional development in an efficient way (Misra, 2018). In addition, it may be
interesting to include gender and age as independent variables as several studies found that these factors may
influence teacher’s attitude towards online learning in MOOCs and preferences regarding design features (e.g.
Al-Matari & Al-Maqbali, 2020; Castaňo-Muňoz et al., 2018).
Also, while respondents were recruited via social media, the results might be biased towards usage of
online learning systems. The same is true for the fact that most of the respondents indicated that they had some
kind of experience with forms of online learning. Because of this the results may present a more positive picture.
On the other hand, nowadays the vast majority of people (thus also teachers) use some form of social media.
Also, virtually all teachers provided and in some cases also engaged in online education in some form in the past
year. It might therefore be realistic to conclude that there is no longer a bias as such, but a new normal when it
comes to digitalization related skills.
The results of this study may serve as input for designing successful MOOCs for teacher
professionalization purposes. Key design recommendations are a) take the xMOOC format as a starting point, b)
ensure flexibility in terms of time and pace. This means that a self-paced option should be provided, c) explicitly
support instructor and peer interaction and d) choose the topic wisely; MOOCs are not always best suited for
teaching certain skills.
In conclusion, the results provide supportive evidence that specifically xMOOC-formats are considered
as a viable option for the professional development of teachers. Since the start of the COVID-19 pandemic,
MOOCs are increasingly used for professional development purposes in all domains to the satisfaction of many
users (Aljarrah, Ababneh & Cavus, 2020; Al-Matari & Al-Maqbali, 2020). One could say that now is the right
time to widely encourage the acceleration of reshaping teacher professionalization education to online formats.
This would alleviate the most important barriers ‘lack of time’ and ‘lack of flexibility’ (Roosmaa & Saar, 2017)
which generally make it difficult or even impossible for teachers to further develop themselves as professionals.

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