The course content did not need to be accessed logically and sequentially, but according to the participants' learning needs.
Published in Chapter:
Theoretical-Practical Principles for the Design of Massive Open Online Courses (MOOCs) Applied to Continuous Teacher Education
Josiane Lemos Machiavelli (Federal University of Pernambuco, Brazil) and Patricia Smith Cavalcante (Federal University of Pernambuco, Brazil)
Copyright: © 2022
|Pages: 23
DOI: 10.4018/978-1-7998-9538-1.ch014
Abstract
In populous countries with continental dimensions and a series of economic and infrastructure difficulties, such as Brazil, guaranteeing the quality of initial and continuing teacher education is a challenge. Therefore, researchers have been continually invited to think about new educational models. This chapter describes the theoretical and practical principles considered fundamental for teacher training that was carried out through massive open online courses (MOOCs) in a public higher education institution. Design-based research, a process that integrates design, quantitative, and qualitative methods to generate educational interventions, was the methodological path used to develop the MOOC. The principles are organized into five categories: human, pedagogical, structural and technological, regulatory, and analytical. Without pretending that they will function as protocols for planning, developing, offering, and evaluating MOOC-based courses, the authors hope that the results presented can be reconfigured, improved, and tried out in other educational offerings in varied contexts.