Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education

Romualdo Atibagos MABUAN

doi:https://doi.org/10.17718/tojde.471916

Makale detayları

Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education

Yazarlar:

Romualdo Atibagos MABUAN

Yayıncı:

Anadolu University

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

Turkish Online Journal of Distance Education 2018 Vol.19 Issue 4, pp.198-213

Belge Tipi:

Makale

Yayın Tarihi:

9/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000781125

Sıklık:

Üç Aylık

pISSN:

1302-6488

DOI:

https://doi.org/10.17718/tojde.471916

Özet:

 


Massive Open Online Courses (MOOCs) are dramatically restructuring, reshaping, and redefining the vast landscape of teaching and learning across the globe. With MOOCs’ ubiquity, openness, and accessibility, they have become a new platform for teacher professional development. Utilizing a co-constructed narrative inquiry, this paper aimed to examine aspects of our memories, perspectives, and experiences in successfully completing Teach English Now! a 150-hour online Teaching English to Speakers of Other Languages (TESOL) Certificate Course from Arizona State University, United States of America via Coursera (www.coursera.org) as the MOOC platform. Acting as reflective practitioners and as teachers-as-researchers, we unpacked how we traversed the massive information superhighway in our quest for teacher professional development, what it was like to be an online learner, how we saw our role, why we believe what we believe about MOOCs’ potential, and how we think all of these affect our decisions and practices in our classrooms and contexts. Data from our individual journals, individual reflections, and peer discussion revealed how MOOCs’ features such as ‘openness’ and ‘flexibility’ as afforded by ubiquitous technology, sound course design, and strong learning community support have influenced us personally, socially, and professionally, making it a practical platform for teacher professional advancement particularly in developing countries such as the Philippines. Andragogical and pedagogical implications are provided in the light of our MOOC experience.

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Makale detayları

Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education

Yazarlar: Romualdo Atibagos MABUAN

Yayıncı: Anadolu University

Ana Başlıklar: Sosyoloji & antropoloji

Dergi: Turkish Online Journal of Distance Education 2018 Vol.19 Issue 4, pp.198-213

Belge Tipi: Makale

Yayın Tarihi: 9/2018

Belge Dili: İngilizce

Document ID (Org No.): 2000781125

Sıklık: Üç Aylık

pISSN: 1302-6488

DOI: https://doi.org/10.17718/tojde.471916

Sayı

Yazarlar:

Romualdo Atibagos MABUAN

Yayıncı:

Anadolu University

Ana Başlıklar:

Sosyoloji & antropoloji

Dergi:

Turkish Online Journal of Distance Education 2018 Vol.19 Issue 4, pp.198-213

Belge Tipi:

Makale

Yayın Tarihi:

9/2018

Belge Dili:

İngilizce

Document ID (Org No.):

2000781125

Sıklık:

Üç Aylık

pISSN:

1302-6488

DOI:

https://doi.org/10.17718/tojde.471916