Supporting Teachers Moving Online, Using a MOOC, During the COVID-19 Pandemic

dc.contributor.author Mays, Tony J
dc.contributor.author Ogange, Betty
dc.contributor.author Naidu, Som
dc.contributor.author Perris, Kirk
dc.contributor.editor Panda, Santosh
dc.date.accessioned 2021-03-25T22:04:07Z
dc.date.available 2021-03-25T22:04:07Z
dc.date.issued 2021-03-18
dc.description.abstract Following campus closures due to the COVID-19 pandemic, many Ministries of Education around the world requested teachers to move their teaching online. This case study reflects on how the Commonwealth of Learning responded to requests from two countries to provide support in pedagogical and curricular change for online learning in this process. A Massive Open Online Course (MOOC) platform was used to upskill 11,568 teachers in two regions of the Commonwealth. Analytics from within the course, together with pre-, mid- and end- course surveys of participants’ perceptions indicated that while there was, and is scope for improvement, the short course largely reached its objective of providing immediate support on an introductory level and that the approach adopted was largely appropriate for the purpose. en_US
dc.identifier.issn 2311-1550
dc.identifier.uri http://hdl.handle.net/11599/3765
dc.publisher Commonwealth of Learning (COL) en_US
dc.relation.ispartofseries Journal of Learning for Development;Vol 8; No 1
dc.rights.uri https://creativecommons.org/licenses/by-sa/4.0/ en_US
dc.source.uri https://jl4d.org/index.php/ejl4d/article/view/497 en_US
dc.subject Massive Open Online Courses (MOOC) en_US
dc.subject Online Learning en_US
dc.subject Teacher Education en_US
dc.subject Pedagogy en_US
dc.title Supporting Teachers Moving Online, Using a MOOC, During the COVID-19 Pandemic en_US
dc.type Article en_US
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