The Impact of a Professional Development MOOC on the Teaching Beliefs of University Science Laboratory Teachers
Available under a Creative Commons Attribution Non-Commercial Share Alike 4.0 International Licence
5.3 EDUCATIONAL SCIENCES
This study contributes to the understanding of online professional development of university STEM (Science, Technology, Engineering and Mathematics) lecturers. An active learning massive open online course (MOOC) to develop best practice in teaching in university science laboratories was developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model in three cycles. The teaching beliefs and intentions of the participants were determined before and after they completed the MOOC and their level of satisfaction with this professional development opportunity was examined using a survey. The results showed high completion rates and an appreciation of the online course design. Participants who completed the course evaluation were satisfied and they identified the usefulness of the active learning components that required them to discuss and reflect, develop plans and peer-assess. A large majority developed new ideas to help them to improve their teaching. The participation in the course increased participants’ understanding of the multidimensional aspects of laboratory teaching and the challenges related to it. The majority of participants changed their teaching beliefs to become more student-centred.
Brouwer, N., Fleerackers, G. & Maciejowska, I. (2022). The impact of a professional development MOOC on the teaching beliefs of University Science Laboratory Teachers. Chemistry Teacher International, vol. 4, no. 4. doi:10.1515/cti-2022-0030