The Impact of MOOC Learning Experience on Foreign Language Teachers’ Technological Knowledge, Epistemology and Pedagogical Beliefs
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 and technological knowledge. All participants have never had online learning experience before they took MOOC classes. Results suggested that teachers’ MOOC learning experience has influences on almost all of the participants' epistemology, which shows a change toward a constructivist/relativist epistemological stance. MOOC learning experience also had impact on most teachers’ pedagogical beliefs and led to a change toward a more student-centered one. Additionally, some teachers also reported improvement in their technological knowledge. This study has implications for teacher trainers/educators when designing courses and/or workshop aiming for teachers’ technology integration.
Presider: Allan Zadorozny, Westdale School - Pembina Trails School Division