MOOCs for pre-service teachers: Their notions of 21st Century Learning Design

Abstract

New and emerging learning technologies are continuously disrupting educational practice. In this study, Massive Open Online Courses (MOOCs) were used in the preparation of pre-service teachers as a possible way to increase their knowledge about Learning Design. The purpose of this study was to investigate, using a case study, how pre-service teachers' reflections informed their understanding of Learning Design after having participated in self-selected MOOCs as part of a 3rd year module in the undergraduate teacher education programme. These pre-service teachers were continuously guided to reflect on their experiences related to Learning Design. These reflections were informed by elements of Authentic Learning and Learning Educators Advanced Pedagogy for the 21st Century (LEAP 21). Reflections were analysed using process coding to code for observable activity and conceptual action. Magnitude coding was used as a post-coding technique to assign values to instances where good understanding and weak understanding of Learning Design existed. It is evident from the findings that the quality of the learning activities within various MOOCs has the potential to influence pre-service teachers' understanding of Learning Design.