Title: Studying ICT teachers' experiences and perceptions of MOOCs

Authors: Vasiliki Vlachou; Dimitrios Tselios; Georgios Aspridis

Addresses: University of Thessaly, 41100 Larissa, Greece ' University of Thessaly, 41100 Larissa, Greece ' University of Thessaly, 41100 Larissa, Greece

Abstract: MOOCs have fostered many expectations and have been recognised as an innovative educational trend. In order to document experiences and views on MOOCs as well as beliefs about future developments, we conducted a research with population of secondary education ICT teachers of Karditsa, Greece. Respondents, though not widely informed, regard MOOCs as an opportunity rather than a risk to their profession, while they believe that they will not bring about significant changes to secondary education. They recognise that MOOCs can make a major contribution to their professional development and they use them as tools in increasing their knowledge and achieving their professional goals. They are highly satisfied with MOOCs and they think that the reasons for high drop-out rates are not related to disadvantages or weaknesses. Although they do recognise online forms of education as equal to traditional ones, they consider direct personal contact of great importance.

Keywords: MOOCs; massive open online courses; experiences; perceptions; challenges; ICT teachers; online education.

DOI: 10.1504/IJTEL.2020.107982

International Journal of Technology Enhanced Learning, 2020 Vol.12 No.3, pp.275 - 289

Received: 18 Oct 2018
Accepted: 09 Apr 2019

Published online: 27 Mar 2020 *

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