The impact of a professional development MOOC on the teaching beliefs of University Science Laboratory Teachers
Author:
Brouwer Natasa1ORCID, Fleerackers Gunther2, Maciejowska Iwona3ORCID, McDonnell Claire4ORCID, Mocerino Mauro5ORCID
Affiliation:
1. Teaching and Learning Centre, Faculty of Science , University of Amsterdam , Amsterdam , The Netherlands 2. University Colleges Leuven-Limburg , Leuven , Belgium 3. Faculty of Chemistry , Jagiellonian University , Krakow , Poland 4. School of Chemical & Pharmaceutical Sciences , Technological University Dublin , Dublin , Ireland 5. Faculty of Science and Engineering , Curtin University , Perth , Australia
Abstract
Abstract
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.
Publisher
Walter de Gruyter GmbH
Subject
Education,Chemistry (miscellaneous)
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