Keywords
academic staff
teachers
continuing professional development
in-service training
How to Cite
Abstract
The article is devoted to massive open online courses as a type of continuing professional development of university teachers. It is emphasized that massive open online courses are popular for professional development of specialists, in particular teachers, because they provide timely information, offer flexible, accessible and convenient learning options, allow students to choose the time and pace of study, save time and money to improve qualifications. It is determined that at the same time online courses have certain shortcomings and limitations, first of all of the pedagogical component: low level of interactivity and social presence of both listeners and teachers of courses; insufficiently diverse course design and teaching and learning methods; ineffective methods of assessing students' academic achievements; lack of conditions for the development of a higher level of thinking. The results of online courses on domestic and foreign platforms for teachers of Borys Grinchenko Kyiv University in 2020, as well as the results of a survey of pedagogical and scientific-pedagogical staff on their attitude to online courses are analyzed. The results of the survey were analyzed and verified with the methods of descriptive statistics. The survey confirmed the global trend of training in massive open online courses of highly qualified specialists in order to gain new knowledge in a particular field of science and discipline and the development of professional competence. One of the important goals of online training was to gain experience in online training, which was especially relevant in the context of quarantine restrictions during the COVID-19 pandemic. The survey proved the positive attitude of the Borys Grinchenko Kyiv University academic staff to massive open online courses as a convenient and affordable type of continuing professional development.
References
Rome communiqué (Annex III). 2020. [Електронний ресурс]. Доступно: https://erasmusplus.org.ua/novyny/3131-bologna-conference-in-rome-19-nov-2020.html
N. M. Avshenyuk, V. I. Berezan, N. M. Bidyuk, and M. P. Leshchenko, «Foreign experience and Ukrainian realities of mass open online courses use in international education area», Information Technologies and Learning Tools, vol. 68, № 6, pp. 262–277, 2018, doi: 10.33407/itltv68i6.2407.
І. В. Бацуровська, «Масові відкриті дистанційні курси: інноваційна тенденція в освіті», Науковий вісник Миколаївського національного університету імені В. О. Сухомлинського. Педагогічні науки, № 1 (48), С. 31–34, 2015.
M. M. Berezytskyi and V. P. Oleksyuk, «Massive open online courses as a stage in the development of e-learning», Information Technologies and Learning Tools, vol. 56, № 6, pp. 51–63, 2016, doi: 10.33407/itltv56i6.1479.
J. Prpić, J. Melton, A. Taeihagh, and T. Anderson, «MOOCs and crowdsourcing: Massive courses and massive resources», First Monday, Vol. 20, № 12, 2015, doi: http://dx.doi.org/10.5210/fm.v20i12.6143.
A. Bozkurt, E. Akgun-Ozbek, and O. Zawacki-Richter, «Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008–2015)», International Review of Research in Open and Distributed Learning, vol. 18, № 5, pp. 118–147, 2017, doi: https://doi.org/10.19173/irrodl.v18i5.3080.
A. Okada and T. Sherborne, «Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil», Journal of Interactive Media in Education, № 1, Art № 18, 2018, doi: 10.5334/jime.482. (in English).
M. King, B. Luan, and E. Lopes, «Experiences o Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD)», Open Praxis, vol. 10, № 3, pp. 279–287, 2018, doi: 10.5944/openpraxis.10.3.840.
E. Kennedy and D. Laurillard, «The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement», London Review of Education, vol. 17, issue 2, pp. 141–158, 2019, doi: 10.18546/LRE.17.2.04.
R. Murugesan, A. Nobes, and J. Wild, «A MOOC approach for training researchers in developing countries», Open Praxis, vol. 9, № 1, pp. 45–57, 2017, doi: 10.5944/openpraxis.9.1.476.
E. Mealey, «Developing an online continuing professional development course for busy healthcare professionals: 12 tips for course developers», MedEdPublish, doi: https://doi.org/10.15694/mep.2019.000170.1.
D. R. Garrison, «Online community of inquiry review: social, cognitive, and teaching presence issues», Journal of Asynchronous Learning Networks, vol. 11, № 1, pp. 61–72, 2007
F. C. Bonafini, «The effects of participants’ engagement with videos and forums in a MOOC for teachers’ professional development», Open Praxis, vol. 9, № 4, pp. 433–447, 2017, doi: 10.5944/openpraxis.9.4.637.
R. Bartoletti, «Learning through Design: MOOC Development as a Method for Exploring Teaching Methods», Current Issues in Emerging eLearning, vol. 3, iss. 1, article 2, 2016. [Електронний ресурс]. Доступно: https://scholarworks.umb.edu/ciee/vol3/iss1/2
S. Bayne, J. Ross, «The pedagogy of the Massive Open Online Course: the UK view. Higher Education Academy». Edinburg, UK: The University of Edinburg, Edinburgh Research Explorer, 2014. [Електронний ресурс]. Доступно: http://www.heacademy.ac.uk/resources/detail/elt/the_pedagogy_of_the_MOOC_UK_view
D. F. Carr, «MOOC students attracted most by course topics», 2013. [Електронний ресурс]. Доступно: http://www.informationweek.com/software/mooc-students-attracted-most-by-coursetopics/d/d-id/1110976?
J. Sneddon, G. Barlow, S. Bradley, A. Brink, S. J. Chandy, & D. Nathwani, Development and impact of a massive open online course (MOOC) for antimicrobial stewardship, Journal of Antimicrobial Chemotherapy, № 73 (4), pp. 1091–1097, 2018, doi: 10.1093/jac/dkx493
W. Kilgore and P. R. Lowenthal, «The Human Element MOOC», Blended Learning: Concepts, Methodologies, Tools, and Applications, № 4, pp. 1736–1755, 2017, doi: http://dx.doi.org/10.4018/978-1-5225-0783-3.ch082
M. Feldstein, «Everybody Wants to MOOC the World», 2012. [Електронний ресурс]. Доступно: https://eliterate.us/everybody-wants-to-mooc-the-world/
P. T. Prusko, H. Robinson, W. Kilgore, and M. Al-Freih, «From Design to Impact: A Phenomenological Study of HumanMOOC Participants’ Learning and Implementation into Practice», Online Learning, vol. 24, № 2, pp. 166–186, 2020, doi: 10.24059/olj.v24i2.2003
D. Shah, «Monetization over massiveness: Breaking down MOOCs by the numbers in 2016», EdSurge, 2016. [Електронний ресурс]. Доступно: https://www.edsurge.com/news/2016-12-29-monetization-overmassiveness-breaking-down-moocs-by-the-numbers-in-2016
D. Laurillard, «The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students», Research in Learning Technology, vol. 24, № 29369, 2016, doi: 10.3402/rlt.v24.29369.
O. V. Lemeshko, O. V. Yankovets, V. V. Lemeshko, A. V. Yankovets, and I. O. Basaraba, «Massive open online courses as a means of border guards’ professional competence development», Information Technologies and Learning Tools, vol. 75, № 1, pp. 279–293, 2020, doi: https://doi.org/10.33407/itlt.v75i1.2969.
D. Laurillard, and E. Kennedy, «The potential of MOOCs for learning at scale in the Global South», London, Centre for Global Higher Education, working paper number 31, 2017. [Електронний ресурс]. Доступно: https://www.researchcghe.org/perch/resources/publications/wp31.pdf
A. Risquez, D. Cassidy, G. O. Suilleabhain, R. Garvey, and S. Spain, «Online Continuing Professional Development: An integrative approach», 5th International Conference on Higher Education Advances (Head’19), pp. 641–648, 2019, doi: DOI: http://dx.doi.org/10.4995/HEAd19.2019.9423.
L. F. Panchenko, «The massive open on-line course as an alternative form of professional development of a lecturer of higher education», Education and Pedagogical Science, № 1 (156), pp. 19–28, 2013
О. Самойленко, «МООС-платформи як інструмент інформальної освіти дорослих», Педагогічні науки: теорія, історія, інноваційні технології, № 4 (88), С. 103–116, 2019, doi: 10.24139/2312-5993/2019.04/103-116.
Г. І. Сотська, В. А. Лісовий, «Обґрунтування сутності професійного розвитку викладача вищої школи: теоретичний аспект», ScienceRise: Pedagogical Education, Вип. 1, С. 22–26, 2018, doi: 10.15587/2519-4984.2018.121988.
Ю. Чуприна, «Принципи професійного розвитку науково-педагогічних працівників», Право та інноваційне суспільство, № 1 (12), С. 99-103, 2019, doi: 10.31359/2309-9275-2019-12-1-99.
М. В. Ілляхова, «Безперевний професійний розвиток науково-педагогічних працівників у контексті розвитку європейського освітнього простору», Вісник Національного університету «Чернігівський колегіум» імені Т. Г. Шевченка, Вип. 1 (157), C. 55–60, 2019, doi:10.5281/zenodo.2621021.
O. Бульвінська, «Сучасні тенденції безперервного професійного розвитку науково-педагогічних працівників закладів вищої освіти», Неперервна професійна освіта: теорія і практика, № (1-2), С. 22–30, 2018, doi: https://doi.org/10.28925/1609-8595.2018(1-2)2230.
О. Г. Ярошенко, О. В. Жабенко, Ю. А. Скиба, Н. О. Дівінська, І. Ю. Регейло, Г. П. Чорнойван, Теоретичні основи і технологія професійного розвитку науково-педагогічних працівників університетів в умовах інтеграції вищої освіти і науки: монографія. Київ : Прінтеко, 2020.
C. Day, «Developing teachers: the challenges of lifelong learning». London, UK: Falmer, 1999 (in English).
І. Капралова О. Бульвінська, «Сучасні підходи до формування професійної компетентності викладачів закладів вищої освіти в системі підвищення кваліфікації (на прикладі програми підвищення кваліфікації викладачів Київського університету імені Бориса Грінченка», Освітнє лідерство: від теорії до практики: монографія, С. 119–137, 2021.
О. Бульвінська, І. Kapralova (2019). «Підвищення кваліфікації науково-педагогічних працівників в університеті: актуальність тренінгів», Неперервна професійна освіта: теорія і практика, № 1, С. 53–59, 2019, doi: https://doi.org/10.28925/1609-8595.2019.1.5359.
О. О. Андрєєв, К. Л. Бугайчук, Н. О. Каліненко, О. Г. Колгатін, В. М. Кухаренко, Н. А. Люлькун, Л. Л. Ляхоцька, Н. Г. Сиротенко, Н.Є.Твердохлєбова, Педагогічні аспекти відкритого дистанційного навчання, За ред. О. О Андрєєва, В. М. Кухаренка. Харків: Міськдрук, 2013.
I. V. Batsurovska, «Ways to integrate European massive open online courses in Ukraine’s university education», Educological Discourse, № 3–4, pp. 323–337, 2017, doi: https://doi.org/10.28925/2312-5829.2017.3-4.3275.
REFERENCES (TRANSLATED AND TRANSLITERATED)
Rome communiqué (Annex III). 2020. [Оnline]. Available: https://erasmusplus.org.ua/novyny/3131-bologna-conference-in-rome-19-nov-2020.html (in English).
N. M. Avshenyuk, V. I. Berezan, N. M. Bidyuk, and M. P. Leshchenko, «Foreign experience and Ukrainian realities of mass open online courses use in international education area», Information Technologies and Learning Tools, vol. 68, no. 6, pp. 262–277, 2018, doi: 10.33407/itltv68i6.2407. (in English).
I. V. Batsurovska, “Mass open distance learning courses: innovative trends in education”, Naukovij visnik Mikolayivskogo nacionalnogo universitetu imeni V. O. Suhomlinskogo. Pedagogichni nauki, no, 1 (48), pp. 31–34, 2015. (in Ukrainian).
M. M. Berezytskyi and V. P. Oleksyuk, “Massive open online courses as a stage in the development of e-learning”, Information Technologies and Learning Tools, vol. 56, no. 6, pp. 51–63, 2016, doi: 10.33407/itltv56i6.1479. (in English).
J. Prpić, J. Melton, A. Taeihagh, and T. Anderson, “MOOCs and crowdsourcing: Massive courses and massive resources”, First Monday, vol. 20, no. 12, 2015, doi: http://dx.doi.org/10.5210/fm.v20i12.6143. (in English).
A. Bozkurt, E. Akgun-Ozbek, and O. Zawacki-Richter, “Trends and Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008–2015)”, International Review of Research in Open and Distributed Learning, vol. 18, no. 5, pp. 118–147, 2017, doi: https://doi.org/10.19173/irrodl.v18i5.3080. (in English).
A. Okada and T. Sherborne, “Equipping the Next Generation for Responsible Research and Innovation with Open Educational Resources, Open Courses, Open Communities and Open Schooling: An Impact Case Study in Brazil”, Journal of Interactive Media in Education, no. 1, Art no. 18, 2018, doi: 10.5334/jime.482. (in English).
M. King, B. Luan, and E. Lopes, “Experiences o Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD)”, Open Praxis, vol. 10, no. 3, pp. 279–287, 2018, doi: 10.5944/openpraxis.10.3.840. (in English).
E. Kennedy and D. Laurillard, “The potential of MOOCs for large-scale teacher professional development in contexts of mass displacement”, London Review of Education, vol. 17, issue 2, pp. 141–158, 2019, doi: 10.18546/LRE.17.2.04. (in English).
R. Murugesan, A. Nobes, and J. Wild, “A MOOC approach for training researchers in developing countries”, Open Praxis, vol. 9, no. 1, pp. 45–57, 2017, doi: 10.5944/openpraxis.9.1.476. (in English).
E. Mealey, “Developing an online continuing professional development course for busy healthcare professionals: 12 tips for course developers”, MedEdPublish, doi: https://doi.org/10.15694/mep.2019.000170.1. (in English).
D. R. Garrison, “Online community of inquiry review: social, cognitive, and teaching presence issues”, Journal of Asynchronous Learning Networks, vol. 11, no. 1, pp. 61–72, 2007 (in English).
F. C. Bonafini, “The effects of participants’ engagement with videos and forums in a MOOC for teachers’ professional development”, Open Praxis, vol. 9, no. 4, pp. 433–447, 2017, doi: 10.5944/openpraxis.9.4.637. (in English).
R. Bartoletti, “Learning through Design: MOOC Development as a Method for Exploring Teaching Methods”, Current Issues in Emerging eLearning, vol. 3, iss. 1, article 2, 2016. [Оnline]. Available: https://scholarworks.umb.edu/ciee/vol3/iss1/2 (in English).
S. Bayne, J. Ross, “The pedagogy of the Massive Open Online Course: the UK view. Higher Education Academy”. Edinburg, UK: The University of Edinburg, Edinburgh Research Explorer, 2014. [Оnline]. Available: http://www.heacademy.ac.uk/resources/detail/elt/the_pedagogy_of_the_MOOC_UK_view (in English).
D. F. Carr, “MOOC students attracted most by course topics”, 2013. [Оnline]. Available: http://www.informationweek.com/software/mooc-students-attracted-most-by-coursetopics/d/d-id/1110976?
J. Sneddon, G. Barlow, S. Bradley, A. Brink, S. J. Chandy, & D. Nathwani, Development and impact of a massive open online course (MOOC) for antimicrobial stewardship, Journal of Antimicrobial Chemotherapy, no. 73 (4), pp. 1091–1097, 2018, doi: 10.1093/jac/dkx493 (in English).
W. Kilgore and P. R. Lowenthal, “The Human Element MOOC”, Blended Learning: Concepts, Methodologies, Tools, and Applications, № 4, pp. 1736–1755, 2017, doi: http://dx.doi.org/10.4018/978-1-5225-0783-3.ch082. (in English).
M. Feldstein, “Everybody Wants to MOOC the World”, 2012. [Оnline]. Available: https://eliterate.us/everybody-wants-to-mooc-the-world/ (in English).
P. T. Prusko, H. Robinson, W. Kilgore, and M. Al-Freih, “From Design to Impact: A Phenomenological Study of HumanMOOC Participants’ Learning and Implementation into Practice”, Online Learning, vol. 24, no. 2, pp. 166–186, 2020, doi: 10.24059/olj.v24i2.2003. (in English).
D. Shah, “Monetization over massiveness: Breaking down MOOCs by the numbers in 2016”, EdSurge, 2016. [Оnline]. Available: https://www.edsurge.com/news/2016-12-29-monetization-overmassiveness-breaking-down-moocs-by-the-numbers-in-2016 (in English).
D. Laurillard, “The educational problem that MOOCs could solve: professional development for teachers of disadvantaged students”, Research in Learning Technology, vol. 24, no. 29369, 2016, doi: 10.3402/rlt.v24.29369. (in English).
O. V. Lemeshko, O. V. Yankovets, V. V. Lemeshko, A. V. Yankovets, and I. O. Basaraba, “Massive open online courses as a means of border guards’ professional competence development”, Information Technologies and Learning Tools, vol. 75, № 1, pp. 279–293, 2020, doi: https://doi.org/10.33407/itlt.v75i1.2969. (in English).
D. Laurillard, and E. Kennedy, “The potential of MOOCs for learning at scale in the Global South”, London, Centre for Global Higher Education, working paper number 31, 2017. [Оnline]. Available: https://www.researchcghe.org/perch/resources/publications/wp31.pdf (in English).
A. Risquez, D. Cassidy, G. O. Suilleabhain, R. Garvey, and S. Spain, “Online Continuing Professional Development: An integrative approach”, 5th International Conference on Higher Education Advances (Head’19), pp. 641–648, 2019, doi: http://dx.doi.org/10.4995/HEAd19.2019.9423. (in English).
L. F. Panchenko, “The massive open on-line course as an alternative form of professional development of a lecturer of higher education”, Education and Pedagogical Science, no. 1 (156), pp. 19–28, 2013 (in Ukrainian).
О. Samoilenko, “MOOC platforms as a tool for adult education”, Pedagogical sciences: theory, history, innovative technologies, № 4 (88), pp. 103–116, 2019, doi: 10.24139/2312-5993/2019.04/103-116. (in Ukrainian).
H. Sotska, V. Lisoviy, “Essence argumentation of the teacher professional development of higher school: theoretical aspects”, ScienceRise: Pedagogical Education, no. 1, pp. 22–26, 2018, doi: 10.15587/2519-4984.2018.121988. (in Ukrainian).
Yu. Сhupryna, “Principles of professional development of scientific and pedagogical workers”, Law and Innovative Society, no. 1 (12), pp. 99–103, 2019, doi: 10.31359/2309-9275-2019-12-1-99. (in Ukrainian).
M. V. Illiakhova, “Continuous professional development of scientific and pedagogical workers in the context of the European educational space development”, Visnik Natsionalnogo universitetu «Chernigivskij kolegium» imeni T. G. Shevchenka, no. 1 (157), pp. 55–60, 2019, doi: 10.5281/zenodo.2621021. (in Ukrainian).
O. Bulvinska, “Modern trends of continuing professional development of academic staff in higher education institutions”, Continuing Professional Education: Theory and Practice, no. 1–2, pp. 22–30, 2018, doi: https://doi.org/10.28925/1609-8595.2018(1-2)2230. (in Ukrainian).
O. G. Yaroshenko, O. V. Zhabenko, Yu. A. Skyba, N. O. Divinska, I. Yu. Regeylo, H. P. Chornoivan, Theoretical bases and technology of professional development of scientific and pedagogical workers of universities in the conditions of integration of higher education and science: monograph. Kyiv: Printeko, 2020. (in Ukrainian).
C. Day, “Developing teachers: the challenges of lifelong learning”. London, UK: Falmer, 1999 (in English).
І. Kapralova, O. Bulvinska, “Modern approaches to the formation of professional competence of teachers of higher education institutions in the system of professional development (on the example of the program of professional development of teachers of Boris Grinchenko Kyiv University”, Educational leadership: from theory to practice: monograph, pp. 119–137, 2021. (in Ukrainian).
O. Bulvinska, І. Kapralova (2019). “In-service teacher training in university: actuality of trainings”, Continuing Professional Education: Theory and Practice, no. 1, pp. 53–59, 2019, doi: https://doi.org/10.28925/1609-8595.2019.1.5359. (in Ukrainian).
O. O. Andrieiev, K. L. Buhaichuk, N. O. Kalinenko, O. H. Kolhatin, V. M. Kukharenko, N. A. Liulkun, L. L. Liakhotska, N. H. Syrotenko, N. Ie. Tverdokhliebova, “Pedagogical aspects of open distance learning”, O. O. Andrieiev, V. M. Kukharenko (Eds.). Kharkiv: Miskdruk, 2013. (in Ukrainian).
I. V. Batsurovska, “Ways to integrate European massive open online courses in Ukraine’s university education”, Educological Discourse, no. 3–4, pp. 323–337, 2017, doi: https://doi.org/10.28925/2312-5829.2017.3-4.3275. (in English).
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2022 Oksana Bulvinska, Ірина Капралова