Quality teaching is considered the most significant in-school factor that affects students’ learning and achievement (Darling-Hammond, 2000; Donaldson, 2011; Hattie, 2008). Therefore, providing teachers, as lifelong adult learners, with many opportunities to update their professional knowledge and enhance their skills in continuous professional development (CPD) programs has gained increasing importance in the educational policy field. This qualitative multiple case study aims at providing an in-depth exploration of the experience of seven purposefully selected middle and high school STEM teachers who utilized a five-week instructor-facilitated MOOC about assessment for learning as an optional model of CPD. The teachers’ online participation was supported by further reflections on practice in their onsite professional learning community (PLC) at their workplace. Document review and interviews were administered through and at the end of the program respectively. Four participants completed the program according to the timeline with a high level of satisfaction with the content and mode of learning. The adult learning theory and Kirkpatrick’s evaluation model construct the foundation for data analysis. Within-case analysis of each participant as a unique case and cross-case analysis revealed the themes of autonomy, experiential learning and reflection, engagement, contextualization, and effectiveness. In conclusion, the participants viewed this model as an informative, flexible, and convenient mode of learning. However, learning through a MOOC needs more adaptation to their context, which was partially supported by attending with colleagues, discussing the concepts, and reflecting on the new practices.
School of Humanities and Social Sciences
International & Comparative Education Department
MA in International & Comparative Education
Committee Member 1
Committee Member 2
The American University in Cairo grants authors of theses and dissertations a maximum embargo period of two years from the date of submission, upon request. After the embargo elapses, these documents are made available publicly. If you are the author of this thesis or dissertation, and would like to request an exceptional extension of the embargo period, please write to firstname.lastname@example.org
Institutional Review Board (IRB) Approval
Approval has been obtained for this item
Hegazy, B. M.
(2020).MOOCs: A new paradigm in teacher professional development [Master's Thesis, the American University in Cairo]. AUC Knowledge Fountain.
Hegazy, Basant Moustafa. MOOCs: A new paradigm in teacher professional development. 2020. American University in Cairo, Master's Thesis. AUC Knowledge Fountain.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.