Upgrading Algerian Secondary Teachers' E-Savoir-Faire Post COVID-19 via MOOC-Based Continuous Professional Development

Abstract

Along with the ever-shifting and evolving challenges in education, particularly due to the ongoing worldwide COVID-19 pandemic, comes an urgent need to fully investigate the existing literature to recalibrate instructor's e-practices to function optimally online by finding e-avenues to overcome issues related to e-pedagogy. In this chapter, the authors initially lay the theoretical underpinning of both massive open online courses (MOOCs) and continuous professional development (CPD) e-programs. They subsequently propose a framework that fuses these two entities and thus showcase its potential catalyst effect in re-skilling academic practitioners in general and secondary level instructors in particular to up-grade their e-savoir-faire that is tightly related to promoting engaging and motivating e-teaching-learning experiences for their digitally-tethered 21st-century learners. They conclude by spotlighting the future implication of such a pragmatic and practical (e)-solution in nationwide and local-bound contexts.