Share Paper: The Impact of MOOC Learning Experience on Foreign Language Teachers’ Technological Knowledge, Epistemology and Pedagogical Beliefs

1. Haixia Liu, Michigan State University, United States
2. Elizabeth Boltz, Michigan State University, United States

Abstract: Earlier studies indicated that teachers’ epistemology, pedagogical beliefs and technological knowledge are essential for their effective technology use (Deng et al., 2014; Ertmer et al., 2012; Teo & Koh, 2010; Mishra & Koehler, 2006), yet few studies have explored how teachers’ MOOC learning experience would lead to changes in teachers’ beliefs and knowledge. This multiple case-study research was designed to answer the question, “what influences do teachers MOOC learning experience have on their epistemology, pedagogical beliefs and technological knowledge?” Ten college-level foreign language teachers were purposefully selected for an interview to examine teachers’ change in three aspects: epistemology, pedagogical beliefs ...