Résumés
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
Parties annexes
Bibliography
- Abou Said, S., & Abdallah, W. (2024). Enhancing lifelong learning and professional growth: Exploring the role of self-directed learning for university educators. Journal of Adult and Continuing Education, 30(2), 439–462. https://doi.org/10.1177/14779714241236282
- Amin, J. N. (2016). Redefining the role of teachers in the digital era. The International Journal of Indian Psychology, 3(3), 40–45. https://doi.org/10.25215/0303.101
- Aspin, D. N., & Chapman, J. D. (2007). Lifelong learning: Concepts and conceptions. In D.N. Aspin (ed.), Philosophical perspectives on lifelong learning (pp. 19–38). https://doi.org/10.1007/978-1-4020-6193-6_1
- Asterhan, C. S. C., & Lefstein, A. (2024). The search for evidence-based features of effective teacher professional development: A critical analysis of the literature. Professional Development in Education, 50(1), 11–23. https://doi.org/10.1080/19415257.2023.2283437
- Castaño-Muñoz, J., Kalz, M., Kreijns, K., & Punie, Y. (2018). Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain. Technology, Pedagogy and Education, 27(5), 607–624. https://doi.org/10.1080/1475939X.2018.1528997
- Darling-Hammond, L. (2009). Recognizing and enhancing teacher effectiveness. The International Journal of Educational and Psychological Assessment, 3, 1–24. https://psycnet.apa.org/record/2010-11469-001
- Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182–185. https://doi.org/10.1037/a0012801
- Dede, C., Eisenkraft, A., Frumin, K., & Hartley, A. (2016). Teacher learning in the digital age: Online professional development in STEM education. Harvard Education Press.
- Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140
- Field, J. (2000). Lifelong learning and the new educational order. Trentham Books Ltd. (UK).
- Figel, J. (2006). Searching for a new balance: The next frontier for higher education in Europe. Higher Education in Europe, 31(4), 415–420. https://doi.org/10.1080/03797720701303731
- Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426–438. https://doi.org/10.1177/0022487113494413
- Frumin, K., Dede, C., Fischer, C., Foster, B., Lawrenz, F., Eisenkraft, A., Fishman, B., Levy, A. J., & McCoy, A. (2018). Adapting to large-scale changes in Advanced Placement Biology, Chemistry, and Physics: the impact of online teacher communities. International Journal of Science Education, 40(4), 397–420. https://doi.org/10.1080/09500693.2018.1424962
- Fütterer, T., Richter, E., & Richter, D. (2024). Teachers’ engagement in online professional development—The interplay of online professional development quality and teacher motivation. Zeitschrift für Erziehungswissenschaft, 27(3), 739–768. https://doi.org/10.1007/s11618-024-01241-8
- Granić, A. (2022). Educational technology adoption: A systematic review. Education and Information Technologies, 27, 9725–9744. https://doi.org/10.1007/s10639-022-10951-7
- Guerrero, K. (2025). Virtual Professional Development to Increase Knowledge, Use, and Self-Efficacy of Teachers Teaching Emergent Multilingual Science, Technology, Engineering, Math, and Social Studies Content: A Mixed Methods Case Study. Education Sciences, 15(2), 115. https://doi.org/10.3390/educsci15020115
- Irgatoglu, A. (2021). Exploring the relationship between professional development attitudes, activities and self-directed learning readiness of EFL instructors. International Journal of Progressive Education, 17(4), 122–134. https://eric.ed.gov/?id=EJ1308644
- Karatas, K., & Arpaci, I. (2021). The role of self-directed learning, metacognition, and 21st century skills predicting the readiness for online learning. Contemporary Educational Technology, 13(3). https://doi.org/10.30935/cedtech/10786
- Karataş, K., Şentürk, C., & Teke, A. (2021). The mediating role of self-directed learning readiness in the relationship between teaching-learning conceptions and lifelong learning tendencies. Australian Journal of Teacher Education, 46(6), 54–77. https://doi.org/10.14221/ajte.2021v46n6.4
- Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. https://citejournal.org/wp-content/uploads/2016/04/v9i1general1.pdf
- McDonough, D. (2014). Providing deep learning through active engagement of adult learners in blended courses. Journal of Learning in Higher Education, 10(1), 9–16. https://files.eric.ed.gov/fulltext/EJ1143328.pdf
- Morina, F., Fütterer, T., Hübner, N., Zitzmann, S., & Fischer, C. (2025). Effects of online teacher professional development on teacher-, classroom-, and student-level outcomes: A meta-analysis. Computers & Education, 228, 105247. https://doi.org/10.1016/j.compedu.2025.105247
- OECD (2019). Future of education and skills 2030/2040: The OECD learning compass 2030. A Series of Concept Notes. https://www.oecd.org/education/2030-project/
- Opfer, T., & Sprague, D. (2018). Teacher participation in online professional development: Exploring academic year classroom impacts. In Langran, E., & Borup, J. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 551–557). Association for the Advancement of Computing in Education (AACE).
- Opfer, V. D., Pedder, D. G., & Lavicza, Z. (2011). The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England. Teaching and Teacher Education, 27(2), 443–453. https://doi.org/10.1016/j.tate.2010.09.014
- Ornelles, C., Ray, A. B., & Wells, J. C. (2019). Designing online courses in teacher education to enhance adult learner engagement. International Journal of Teaching and Learning in Higher Education, 31(3), 547–557. https://www.isetl.org/ijtlhe/pdf/IJTLHE3585.pdf
- Radford, A. W., Coningham, B., & Horn, L. (2015). MOOCs: Not just for college students—How organizations can use MOOCs for professional development. Employment Relations Today, 41(4), 1–15. https://doi.org/10.1002/ert.21469
- Rakap, S., Jones, H. A., & Emery, A. K. (2015). Evaluation of a web-based professional development program (Project ACE) for teachers of children with autism spectrum disorders. Teacher Education and Special Education, 38(3), 221–239. https://doi.org/10.1177/0888406414535821
- Reeves, T. D., & Chiang, J.-L. (2019). Effects of an asynchronous online data literacy intervention on pre-service and in-service educators’ beliefs, self-efficacy, and practices. Computers & Education, 136, 13–33. https://doi.org/10.1016/j.compedu.2019.03.004
- Savin-Baden, M., & Major, C. H. (2004). Foundations of problem-based learning. Society for Research into Higher Education & Open University Press. McGraw-Hill Education (UK).
- Schlager, M. S., & Fusco, J. (2003). Teacher professional development, technology, and communities of practice: Are we putting the cart before the horse? The Information Society, 19(3), 203–220. https://doi.org/10.1080/01972240309464
- Shah, D. (2020). The second year of the MOOC: a review of MOOC stats and trends in 2020. https://www.classcentral.com/report/the-second-year-of-the-mooc/
- Stutchbury, K., Ebubedike, M., Amos, S., & Chamberlain, L. (2025). Professional development in the digital age: supporting improvements in teacher education through MOOCs. Open Learning: The Journal of Open, Distance and e-Learning, 40(1), 67–90. https://doi.org/10.1080/02680513.2023.2195875
- Sumner, M., & Hostetler, D. (1999). Factors influencing the adoption of technology in teaching. Journal of Computer Information Systems, 40(1), 81–87. https://doi.org/10.1080/08874417.1999.11647428
- Tüfekçi, S., & Demirel, M. (2009). The effect of brain based learning on achievement, retention, attitude and learning process. Procedia - Social and Behavioral Sciences, 1(1), 1782–1791. https://doi.org/10.1016/j.sbspro.2009.01.316
- Ventista, O. M., & Brown, C. (2023). Teachers’ professional learning and its impact on students’ learning outcomes: Findings from a systematic review. Social Sciences & Humanities Open, 8(1), 100565. https://doi.org/10.1016/j.ssaho.2023.100565
- Vivante, I., & Vedder-Weiss, D. (2023). Examining science teachers' engagement in professional development: A multimodal situated perspective. Journal of Research in Science Teaching, 60(7), 1401–1430. https://doi.org/10.1002/tea.21836
- Wong, J. T., Bui, N. N., Fields, D. T., & Hughes, B. S. (2023). A learning experience design approach to online professional development for teaching science through the arts: Evaluation of teacher content knowledge, self-efficacy and STEAM perceptions. Journal of Science Teacher Education, 34(6), 593–623. https://doi.org/10.1080/1046560X.2022.2112552
- Zhang, X., Admiraal, W., & Saab, N. (2021). Teachers’ motivation to participate in continuous professional development: relationship with factors at the personal and school level. Journal of Education for Teaching, 47(5), 714–731. https://doi.org/10.1080/02607476.2021.1942804
- Zhao, Y., Lin, S., Liu, J., Zhang, J., & Yu, Q. (2021). Learning contextual factors, student engagement, and problem-solving skills: a Chinese perspective. Social Behavior and Personality, 49(2), 1–18. https://doi.org/10.2224/sbp.9796
- Zhu, M., Sari, A., & Lee, M. M. (2018). A systematic review of research methods and topics of the empirical MOOC literature (2014–2016). The Internet and Higher Education, 37, 31–39. https://doi.org/10.1016/j.iheduc.2018.01.002