Abstracts
Abstract
Online professional courses (OPCs) offer educators a flexible way to enhance their expertise and maintain teaching standards. The current study evaluates the significant role of OPCs in the professional lives of educators by analysing 62 participant responses obtained via an online survey. A notable proportion of 58.1% accessed OPCs through MOOC platforms, with 74.2% favouring subject-specific content. The motivators for OPC participation included professional development requirements, technological skill acquisition, teaching improvements, and personal growth. Post-OPC, educators reported substantial enhancements in topic delivery, technology utilization, and student engagement. Furthermore, chi-square tests of independence and Fisher's exact tests revealed notable improvements in soft skills, including a stronger growth mindset, increased confidence, enhanced problem-solving, greater adaptability, improved time management, and better communication. A significant association (p<.05) was observed between educators prioritizing teaching skills and trend awareness, and improved student engagement, adaptability, and problem-solving abilities. Participants who completed more OPCs demonstrated greater enthusiasm for self-directed learning and more effective topic delivery. The findings underscore the crucial role of OPCs in fostering educator development. The findings in this study suggest that the accessibility of self-paced, affordable online modules could encourage broader participation and contribute to improvements in teaching quality.
Keywords:
- MOOCs,
- online courses,
- professional development,
- soft skills,
- student engagement,
- teaching skills
Résumé
Les cours de développement professionnel en ligne (CDPL) offrent aux enseignants une manière flexible de renforcer leurs compétences et de maintenir des standards d’enseignement élevés. La présente étude évalue le rôle significatif des CDPL dans la vie professionnelle des enseignants à partir de l’analyse de 62 réponses recueillies via une enquête en ligne. Une proportion notable de 58,1 % a accédé aux CDPL par le biais de plateformes MOOC, avec 74,2 % privilégiant les contenus spécifiques à leur discipline. Les principaux facteurs de motivation à la participation aux CDPL incluent les exigences de développement professionnel, l’acquisition de compétences technologiques, l’amélioration de l’enseignement et la croissance personnelle. Après avoir suivi ces cours, les enseignants ont signalé des améliorations substantielles dans la transmission des sujets, l’utilisation des technologies et l’engagement des étudiants. De plus, les tests d’indépendance du chi carré et les tests exacts de Fisher ont révélé des améliorations notables des compétences transversales, notamment un état d’esprit axé sur la progression, une confiance accrue, une meilleure résolution de problèmes, une plus grande adaptabilité, une meilleure gestion du temps et une communication améliorée. Une association significative (p < ,05) a été observée entre les enseignants accordant la priorité à l’amélioration des compétences pédagogiques et à la connaissance des tendances, et une amélioration de l’engagement des étudiants, de l’adaptabilité et de la résolution de problèmes. Il est à noter que ceux ayant suivi un plus grand nombre de CDPL ont démontré un plus grand enthousiasme pour l’apprentissage autonome et une meilleure maîtrise de la transmission des sujets. Les résultats soulignent le rôle essentiel des CDPL dans le développement professionnel des enseignants. L’accessibilité des modules en ligne, auto-rythmés et abordables favorise une participation élargie, contribuant ainsi à une amélioration de la qualité de l’enseignement.
Mots-clés :
- cours en ligne,
- développement professionnel,
- engagement des étudiants,
- MOOCs,
- compétences pédagogiques,
- compétences transversales
Appendices
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