K12 educators identify benefits and challenges in a MOOC: Designing a coding set for understanding online-delivered teacher professional development

ID: 52801 Type: Brief Paper
  1. Nathaniel Ostashewski, Athabasca University, Canada
  2. Gerald Ardito, Pace University, United States
  3. Martha Cleveland-Innes, Athabasca University, Canada
  4. Sarah Gauvreau, Contact North, Canada

Wednesday, March 28 10:55 AM-11:15 AM Location: Whitney View on map

No presider for this session.

Abstract: This research reports on the preliminary stages of a project that seeks to identify what K12 teachers describe as beneficial and challenging related to the Community of Inquiry (CoI) presented as a pedagogical model in a Massive Open Online Course (MOOC). MOOCs have been identified as having potential for providing some of the ongoing professional development needed of K12 educators. The CoI, a model for teaching and learning, was presented to learners as a basis for thinking about education in new ways as our classrooms become more digital, flexible, and inclusive. A team of two internal coders and two external reviewers developed a set of quantitative research codes that provide common themes found in the dataset available from CoI survey question data. The themes developed in this process resulted in nine benefit codes and eight challenge codes being agreed upon as valid primary codes to be used in the final coding of participant data. Themes identified are in agreement with other codes described in MOOC and TPD research and ongoing analysis of the survey data is currently in progress.


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