Introduction

Massive Open Online Courses (MOOCs) for teacher professional development is a relatively new phenomenon. With very little research examining the extent to which MOOC participants transfer their learning to their classroom practice, our research investigates this occurrence.

Methodology

Exploratory research design that surveyed 193 teachers (post-MOOC in an online survey) who participated in this six-week MOOC project, offered by the OAS’ International Teacher Education Network (2016), and implemented jointly with the School of Education, (UWI, Mona).

Results

Of the respondents,

• 96% reported that the knowledge and skills acquired from participating in the MOOC promoted critical thinking in their classrooms.
• 86% reported that the knowledge and skills acquired informed their classroom planning, while for 96% it informed their delivery.
• 93% used the knowledge and skills to inform assessment, conduct experiments, increase language awareness etc.
• all agreed that the content of MOOC was interesting, relevant, and worthwhile.

Conclusion

• MOOC participants transferred their learning to their classroom practice, and see MOOC as a creditable source of professional learning.

Relevance and Potential Application

• MOOCs offer a wider reach, is cost effective, and flexible for professional development of teachers.
• MOOC participants develop technological competencies,which they transfer–alongside specialized content knowledge –to 21st century students to foster critical thinking, creativity, and communication.