{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,4]],"date-time":"2026-05-04T11:22:38Z","timestamp":1777893758556,"version":"3.51.4"},"reference-count":36,"publisher":"Emerald","issue":"1","license":[{"start":{"date-parts":[[2019,3,11]],"date-time":"2019-03-11T00:00:00Z","timestamp":1552262400000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/www.emerald.com\/insight\/site-policies"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["ITSE"],"published-print":{"date-parts":[[2019,3,11]]},"abstract":"<jats:sec><jats:title content-type=\"abstract-subheading\">Purpose<\/jats:title><jats:p>This paper aims to report on a study concerning a Massive Open Online Course (MOOC), designed to support Greek-language teachers in secondary-education schools in implementing collaborative writing activities with Google Docs (GDs) in their classrooms. Data recorded from a post-survey were used to investigate teachers\u2019 views and perceptions about MOOC design features, their personal achievements and the overall outcomes for their professional work and development.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Design\/methodology\/approach<\/jats:title><jats:p>The design framework of the particular teacher professional development MOOC was determined by the connectivist principles and addressed three main dimensions of teachers\u2019 active participation: a) individual engagement; b) peer interaction and mutual support; and c) collaborative creation of educational scenarios and artefacts. The analysis used a mixed method that combines data from teachers\u2019 active engagement through the MOOC platform records and quantitative and qualitative data from their responses to a post-survey questionnaire.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Findings<\/jats:title><jats:p>The analysis of the research data provided supportive evidence that the design framework was effective towards promoting teachers\u2019 active engagement, peer interaction and support and development of learning design abilities to integrate collaborative writing with GDs in their classrooms. The findings showed that the majority of participants conceptualized this MOOC as an efficient environment to enhance their pedagogical knowledge and classroom practices and to support continuous professional development.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Research limitations\/implications<\/jats:title><jats:p>The findings of this study may be limited by the specific sample and the context of implementation. Future research is expected to critically analyse existing results in combination with qualitative data from detailed interviews of participants in this teacher professional development MOOC.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Practical implications<\/jats:title><jats:p>The results provided supportive evidence that successful MOOCs for teacher professional development are determined by four key design features: a) connecting course content and teacher learning practices to the educational reality of the classroom; b) defining concrete learning objectives of the course; c) promoting teachers\u2019 collaborative learning; and d) creating a learning community among peers.<\/jats:p><\/jats:sec><jats:sec><jats:title content-type=\"abstract-subheading\">Originality\/value<\/jats:title><jats:p>This paper presents a systematic analysis of teachers\u2019 engagement in a teacher professional development MOOC, designed to support collaborative and self-directed learning. The results are expected to be significant and valuable for wider educational contexts, as MOOCs for teacher professional development is a new, ambitious topic for both research and educational policies.<\/jats:p><\/jats:sec>","DOI":"10.1108\/itse-10-2018-0081","type":"journal-article","created":{"date-parts":[[2019,1,25]],"date-time":"2019-01-25T03:36:34Z","timestamp":1548387394000},"page":"74-91","source":"Crossref","is-referenced-by-count":40,"title":["MOOCS for teacher professional development: exploring teachers\u2019 perceptions and achievements"],"prefix":"10.1108","volume":"16","author":[{"given":"Nikolaos","family":"Koukis","sequence":"first","affiliation":[]},{"given":"Athanassios","family":"Jimoyiannis","sequence":"additional","affiliation":[]}],"member":"140","reference":[{"issue":"2","key":"key2020092420084181000_ref001","first-page":"349","article-title":"Understanding the self-directed online learning preferences, goals, achievements, and challenges of MIT OpenCourseWare Subscribers","volume":"18","year":"2015","journal-title":"Educational Technology and Society"},{"issue":"8","key":"key2020092420084181000_ref002","doi-asserted-by":"publisher","first-page":"3","DOI":"10.3102\/0013189X033008003","article-title":"Professional development and teacher learning: mapping the terrain","volume":"33","year":"2004","journal-title":"Educational Researcher"},{"key":"key2020092420084181000_ref003","first-page":"19","article-title":"Design, motivation and performance in a cooperative MOOC course","volume":"44","year":"2015","journal-title":"Comunicar"},{"key":"key2020092420084181000_ref004","unstructured":"Class Central (2018), By the Numbers: MOOCS in 2017, available at: www.dass-central.com\/report\/mooc-stats-2017 (caccessed 10 April 2018)."},{"issue":"3","key":"key2020092420084181000_ref005","first-page":"65","article-title":"A new classification schema for MOOCs","volume":"2","year":"2014","journal-title":"International Journal for Innovation and Quality in Learning"},{"key":"key2020092420084181000_ref006","volume-title":"MOOCs: The Final Frontier for Higher Education?","year":"2013"},{"key":"key2020092420084181000_ref007","volume-title":"Scale Development: Theory and Applications","year":"2003"},{"issue":"1","key":"key2020092420084181000_ref008","doi-asserted-by":"crossref","first-page":"5","DOI":"10.1080\/01587919.2015.1019968","article-title":"MOOCs as a massive research laboratory: opportunities and challenges","volume":"36","year":"2015","journal-title":"Distance Education"},{"issue":"1","key":"key2020092420084181000_ref009","doi-asserted-by":"crossref","first-page":"133","DOI":"10.1007\/s12528-016-9127-8","article-title":"Time is the bottleneck: a qualitative study exploring why learners drop out of MOOCs","volume":"29","year":"2017","journal-title":"Journal of Computing in Higher Education"},{"key":"key2020092420084181000_ref010","volume-title":"Opening up Education: Innovative Teaching and Learning for All through New Technologies and Open Educational Resources","author":"European Commission","year":"2013"},{"key":"key2020092420084181000_ref035","article-title":"From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC\/cMOOC pedagogical approach to MOOCs","year":"2016","journal-title":"International Journal of Educational Technology in Higher Education"},{"issue":"5","key":"key2020092420084181000_ref011","first-page":"134","article-title":"Where is research on massive open online courses headed? 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