Yıl 2018, Cilt 19, Sayı 4, Sayfalar 198 - 213 2018-10-01

Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education

Romualdo Atibagos MABUAN [1]

10 22

Massive Open Online Courses (MOOCs) are dramatically restructuring, reshaping, and redefining the vast landscape of teaching and learning across the globe. With MOOCs’ ubiquity, openness, and accessibility, they have become a new platform for teacher professional development. Utilizing a co-constructed narrative inquiry, this paper aimed to examine aspects of our memories, perspectives, and experiences in successfully completing Teach English Now! a 150-hour online Teaching English to Speakers of Other Languages (TESOL) Certificate Course from Arizona State University, United States of America via Coursera (www.coursera.org) as the MOOC platform. Acting as reflective practitioners and as teachers-as-researchers, we unpacked how we traversed the massive information superhighway in our quest for teacher professional development, what it was like to be an online learner, how we saw our role, why we believe what we believe about MOOCs’ potential, and how we think all of these affect our decisions and practices in our classrooms and contexts. Data from our individual journals, individual reflections, and peer discussion revealed how MOOCs’ features such as ‘openness’ and ‘flexibility’ as afforded by ubiquitous technology, sound course design, and strong learning community support have influenced us personally, socially, and professionally, making it a practical platform for teacher professional advancement particularly in developing countries such as the Philippines. Andragogical and pedagogical implications are provided in the light of our MOOC experience.

Connectivism, cyberlearning, massive open online courses (MOOCs), online distance education, teacher professional development
  • Bayne, S., & Ross, J. (2014). The pedagogy of the Massive Open Online Course: the UK view, The Higher Education Academy (Series Ed.) Recuperado el, 30. Retrieved fromwww.heacademy.ac.uk/sites/default/files/hea_edinburgh_mooc_web_240 314_1.pdf Billington, P. J., & Fronmueller, M. P. (2013). MOOCs and the future of higher education. Journal of Higher Education Theory and Practice, 13(3), 3642. Retrieved from http://www.nabusinesspress.com/JHETP/BillingtonPJ_Web13_3__4_.pdf Bochner, A., & Ellis, C. (1995). Telling and living: Narrative coconstruction and the practices of interpersonal relationships. In Wendy Leeds Hurwitz (Ed.), Social approaches to communication (pp.201213). New York: Guilford. Bordo, S. (1990). Feminism, postmodernism and gender skepticism. In L. Nicholson (Ed.), Feminism/postmodernism (pp. 133–156). New York, NY: Routledge. Borko, H. (2004). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3-15. Bormann, G., Gamoran, A., & Bowdon, J. (2008). A Randomized Trial of Teacher Development in Elementary Science: First-Year Achievement Eff 210 Charmaz, K. (1983). The grounded theory method: An explication and interpretation. In Robert M. Emerson (Ed.), Contemporary field research: A collection of readings (pp.109125).Prospect Heights, IL: Waveland. Chase, S. E. (2005). Narrative inquiry: Multiple lenses, approaches, voices. In Norman K. Denzin & Yvonna S. Lincoln (Eds.), The handbook of qualitative research (3rd ed., pp.651-679). Thousand Oaks, Ca: Sage. Chen, Y. (2014). Investigating MOOCs through Blog Mining. International Review of Research in Open and Distributed Learning, 15(2). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1695/2884 Christensen, C. (2010). Disrupting class, expanded edition: How disruptive innovation will change the way the world learns. New York: McGraw-Hill. Chugh, R., Ledger, S., & Shields, R. (2017). Curriculum design for distance education in the tertiary sector. The Turkish Online Journal of Distance Education, 18(2), 4- 15. Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. San Francisco: Jossey-Bass. Clifford, J., & Marcus, G. E. (1986). Writing culture: The poetics and politics of ethnography. Berkeley: University of California Press. Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14. Conole, G. (2013). MOOCs as disruptive technologies: strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia, 39, 1-17. Creelman, A., Ehlers, U. D., & Ossiannilsson, E. S. (2014). Perspectives on MOOC quality: An account of the EFQUEL MOOC Quality Project, INNOQUAL, International Journal for Innovation and Quality in Learning, 2(3). Darling-Hammond, L., Hyler, M., & Gardner, M. (2017). Effective Teacher Professional Development. Pato Alto, CA: Learning Policy Institute. Decker, G. L. (2014). MOOCology 1.0. In Krause, S., & Lowe, C. (Eds), Invasion of the MOOCs: The promise and perils of massive open online courses (pp. 3-13). South Carolina: Parlor Press. Denzin, N. K., Lincoln, Y. S., & Smith, L. T. (Eds.) (2008). Handbook of critical and Indigenous methodologies. Thousand Oaks, CA: Sage. Dyer, R. A. D. (2014). Exploring the relevancy of massive open online courses (MOOCs): A Caribbean university approach. Information Resources Management Journal, 27(2), 6177. Educause. (2011). 7 Things You Should Know about MOOCs. Retrieved from https://net.educause.edu/ir/library/pdf/eli7078.pdf Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek, CA: AltaMira Press. Emanuel, E. J. (2013). Online education: MOOCs taken by educated few. Nature, 503(7476), 342–342. Evans, L. (2002). What is teacher development? Oxford Review of Education, 28(1), 123– 137. 211 Hayes, S. (2015). MOOCs and Quality: A Review of the Recent Literature. The Quality Assurance Agency for Higher Education. Gloucester: Southgate House. Heller, J. I., Dahler, K. R., Wong, N., Shinohara, M., & Miratrix, L. W. (2012).Differential effects of three professional development models on teacher knowledgeand student achievement in elementary science. Journal of Research in ScienceTeaching, 49, 333–362. Holman-Jones, S. (2005). Autoethnography: Making the personal political. In Norman K. Denzin & Yvonna S. Lincoln (Eds.), Handbook of qualitative research (pp.763791). Thousand Oaks, CA: Sage. Jobe, W., Ostlund, C. & Svensson, L. (2014). MOOCs for Professional Teacher Development. In M. Searson & M. Ochoa (Eds.), Proceedings of SITE 2014-- Society for Information Technology & Teacher Education International Conference (pp. 1580-1586). Jacksonville, Florida, United States: Association for the Advancement of Computing in Education (AACE). Retrieved from https://www.learntechlib.org/p/130997/ Johnson, D. H. (2013). Teaching a “mooc:” Experiences from the front line. IEEE Digital Signal Processing and Signal Processing Education Meeting (DSP/SPE) (pp. 268- 272). Kennedy, M. (2016). How Does Professional Development Improve Teaching? Review of Educational Research, 86(4), 945-980. Kennedy, M. M. (1998). Form and substance in inservice teacher education. Madison:University of Wisconsin National Institute for Science Education. Retrieved fromhttps://www.msu.edu/~mkennedy/publications/valuePD.html Kocdar, S., Okur, M. R., & Bozkurt, A. (2017). An examination of XMOOCs: An embedded single case study based on Conole’s 12 Dimensions. The Turkish Online Journal of Distance Education, 18(4), 52-65. Lisa M. (1997). Interactive interviewing: Talking about emotional experience. In Rosanna Hertz (Ed.), Reflexivity and voice (pp.119149). Thousand Oaks, CA: Sage. Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs : A systematic study of the published literature 20082012. The International Review of Research in Open and Distance Learning, 14 (3), 202–227. Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1455 Lowe, C. (2014). Introduction: Building on the Tradition of CCK08 in Invasion of the MOOCs: Promises and Perils of Massive Open Online Courses. USA: Parlor Press. Mackness, J., Waite, M., Roberts, G., & Lovegrove, E. (2013). Learning in a small, task– oriented, connectivist MOOC: Pedagogical issues and implications for higher education. The International Review of Research in Open and Distance Learning, 14(4). Retrieved from http://www.irrodl.org/index.php/irrodl/article/view/1548/2687 Mercado-Varela, M. A., Beltran, J., Perez, M. V., Vasquez, N. R., Ramirez-Montoya, M. (2017). Connectivity in learning in MOOCs: Facilitators’ experiences in team teaching. The Turkish Online Journal of Distance Education, 18(1), 143-156. Mizell, H. (2010). Why professional development matters. Oxford, OH: Learning Forward. 212 Odden, A., Archibald, S., Fermanich, M., & Gallagher, H. A. (2002). A Cost Framework for Professional Development. Journal of Education Finance, 28(1), 51-74. Retrieved from http://www.jstor.org/stable/40704157 Opfer, D., & Pedder, D. (2011). Conceptualizing teacher professional learning. Reviewof Educational Research, 81, 376–407. doi:10.3102/0034654311413609 Pappano, L. (2012). The year of the MOOC. The New York Times, 2(12). Penuel, W. R., Gallagher, L. P., & Moorthy, S. (2011). Preparing teachers to designsequences of instruction in earth science: A comparison of three professional developmentprograms. American Educational Research Journal, 48, 996–1025. doi:10.3102/0002831211410864 Philippine Institute for Development Studies (2015). Massive Open Online Courses: A Primer for Philippine State Universities and Colleges. Quezon City, Philippines: Philippine Institute for Development Studies. Pope, J. (2013). Coursera To Offer MOOC Options Targeting Teacher Education. Community College Week, 25(21), 10–10. Rosaldo, R. (1989). Culture and Truth: The Remaking of Social Analysis. Boston, MA: Beacon Press. Roschelle, J., Shechtman, N., Tatar, D., Hegedus, S., Hopkins, B., Empson, S., Gallagher, L. P. (2010). Integration of technology, curriculum, and professional development for advancing middle school mathematics: Three large-scale studies. American Educational Research Journal, 47, 833–878. doi:10.3102/0002831210367426 Roth, K. J., Garnier, H. E., Chen, C., Lemmens, M., Schwille, K., & Wickler, N. I. Z. (2011).Video-based lesson analysis: Effective science PD for teacher and student learning. Journal for Research in Science Teaching, 48, 117–148. doi:10.1002/tea.20408 Schon, D. A. (1987a). Educating the reflective practitioner. Washington, D. C.: American Educational Research Association. Sher, L., & O’Reilly, F. E. (2009). Professional development for K-12 math and scienceteachers: What do we really know? Journal of Research on Educational Effectiveness, 2, 209–249. doi: 10.1080/19345740802641527 Soylev, A. (2017). MOOCs 2.0: The social era of education. The Turkish Online Journal of Distance Education, 18(2), 56-67. Stenhouse, L. (Ed.) (1975). An Introduction to Curriculum Research and DevelopmentLondon: Heinemann. Suleiman, S. (1986). The Female Body in Western Culture: Contemporary Perspectives. Cambridge, MA: Harvard University Press. Tanis, H., & Barker, I. (2017). E-mentoring at a distance: An approach to support professional development in workplaces. The Turkish Online Journal of Distance Education, 18(3), 135-155. Tedlock, B. (1991). From participant observation to the observation of participation: The emergence of narrative ethnography. Journal of Anthropological Research, 47(1), 6994. The Quality Assurance Agency for Higher Education. (2014). Statement on Massive Open Online Courses. Retrieved from www.qaa.ac.uk/en/Publications/ Documents/QAA-position-statement-MOOCs.pdf 213 Thrun, S. (2012, January 23). Higher education 2.0 [Video file]. Retrieved from www.youtube.com/watch?feature=player_embedded&v=SkneoNrfadk Tillmann, L. M. (2009). Body and bulimia revisited: Reflections on “A Secret Life.” Journal of Applied Communication Research, 37(1), 98112. Toyosaki, S., & Pensoneau, S. (2005). Yaezakura—Interpersonal culture analysis. International Journal of Communication, 15(12), 5188. Toyosaki, S., Pensoneau, S., Wendt, N., & Leathers, K. (2009). Community autoethnography: Compiling the personal and resituating whiteness. Cultural Studies ↔ Critical Methodologies, 9(1), 5683. Turner, V., & Bruner, E. M. (1986). The Anthropology of Experience. Urbana & Chicago: University of Illinois. Vande Berg, L., & Trujillo, N. (2008). Cancer and death: A love story in two voices. Cresskill, NJ: Hampton Press. Whitehouse, P., Breit, L., McCloskey, E., Ketelhut, D., & Dede, C. (2006). An overview of current findings from empirical research on online teacher professional development. In Online professional development for teachers: Emerging models and methods, ed. C. Dede, 13–29. Cambridge, MA: Harvard University Press. Wintrup, J., Wakefield., K, Morris, D., & Davis, H. (2015). Liberating learning: experiences of MOOCs. Retrieved from http://eprints.soton.ac.uk/373639/1/HEA_liberatinglearning.pdf Zancanaro, A., Nunes, C. S., & Domingues, M. J. C. D. (2017). Evaluation of free platforms for delivery of Massive Open Online Courses (MOOCs). The Turkish Online Journal of Distance Education, 18(1), 166-181.
Birincil Dil en
Konular Sosyal
Dergi Bölümü Articles
Yazarlar

Yazar: Romualdo Atibagos MABUAN (Sorumlu Yazar)

Bibtex @araştırma makalesi { tojde471916, journal = {Turkish Online Journal of Distance Education}, issn = {1302-6488}, address = {Anadolu Üniversitesi}, year = {2018}, volume = {19}, pages = {198 - 213}, doi = {10.17718/tojde.471916}, title = {Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education}, key = {cite}, author = {MABUAN, Romualdo Atibagos} }
APA MABUAN, R . (2018). Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education. Turkish Online Journal of Distance Education, 19 (4), 198-213. DOI: 10.17718/tojde.471916
MLA MABUAN, R . "Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education". Turkish Online Journal of Distance Education 19 (2018): 198-213 <http://dergipark.gov.tr/tojde/issue/39785/471916>
Chicago MABUAN, R . "Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education". Turkish Online Journal of Distance Education 19 (2018): 198-213
RIS TY - JOUR T1 - Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education AU - Romualdo Atibagos MABUAN Y1 - 2018 PY - 2018 N1 - doi: 10.17718/tojde.471916 DO - 10.17718/tojde.471916 T2 - Turkish Online Journal of Distance Education JF - Journal JO - JOR SP - 198 EP - 213 VL - 19 IS - 4 SN - 1302-6488- M3 - doi: 10.17718/tojde.471916 UR - http://dx.doi.org/10.17718/tojde.471916 Y2 - 2018 ER -
EndNote %0 Turkish Online Journal of Distance Education Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education %A Romualdo Atibagos MABUAN %T Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education %D 2018 %J Turkish Online Journal of Distance Education %P 1302-6488- %V 19 %N 4 %R doi: 10.17718/tojde.471916 %U 10.17718/tojde.471916
ISNAD MABUAN, Romualdo Atibagos . "Confessions of A MOOCER: An Autoethnographic Inquiry on Online Distance Education". Turkish Online Journal of Distance Education 19 / 4 (Ekim 2018): 198-213. http://dx.doi.org/10.17718/tojde.471916