Share Paper: The measure of a MOOC: Examining the knowledge and practices of science teachers enrolled in a professional development xMOOC

  1. Quentin Sedlacek, California State University, Monterey Bay, United States
  2. Jonathan Osborne, Stanford University Graduate School of Education, United States

Abstract: Massive Open Online Courses (MOOCs) are an increasingly popular format for teacher education. They have the potential to expand access to professional development (PD) among teachers who might otherwise face barriers to accessing such opportunities. However, access to PD is only useful if the PD is itself useful. The desired outcome of PD is often long-term change in teacher practices and student outcomes. Most research on teacher education MOOCs has thus far relied upon measurements such as course participation, and changes in teacher knowledge. These data are important, but they may be poor proxies for changes in classroom practices. Can ...