Abstract—With the development of teacher education
MOOCs, more and more schools encourage teachers to
participate in MOOC. How to improve the learning effect of
teachers has practical significance. Previous researches have
mainly focused on the individual teachers who participate in the
study alone. Little research has been done on the learning
effects of the teacher groups. In this study, we adopt ANOVA
and social network to analyze the differences in learning effects
between teachers who participate in learning alone and teacher
groups in a teacher education MOOC, and used interview to
explore the causes of the differences. Results indicated: 1) the
completion rate and excellence rate of group teachers are
higher than individual teachers. Among them, the
leader-guided teachers have higher academic performance. 2)
in the forum, group teachers are more active. Effective
strategies for teachers learning include three aspects: playing
the exemplary role of model teachers, teachers establish a
learning community, and the school establishes a learning
support mechanism.
Index Terms—Teacher education MOOCs, group learning,
teacher professional development, leadership.
The authors are with Capital Normal University, Beijing, China
(corresponding author: Zhong Sun; e-mail: 18245882427@163.com,
sunzhong@cnu.edu.cn, luolm@cnu.edu.cn).
Cite: Shuang Li, Zhong Sun, and Liming Luo, "Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC," International Journal of Information and Education Technology vol. 11, no. 4, pp. 184-188, 2021.
Copyright © 2021 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).