Exploring Turkish Teachers’ Awareness of MOOCs for Lifelong Learning and Professional Development: A Mixed- Methods Study

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Atıf İçin Kopyala

Hellaç Aksu Z., Eryılmaz Toksoy S., Reisoğlu İ.

5th Conference of Educational Technology and Online Learning, Balıkesir, Türkiye, 26 Ağustos - 29 Eylül 2025, ss.1-2, (Özet Bildiri)

• Yayın Türü: Bildiri / Özet Bildiri
• Basıldığı Şehir: Balıkesir
• Basıldığı Ülke: Türkiye
• Sayfa Sayıları: ss.1-2
• Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

This study examines Turkish teachers’ LLL tendencies and explores how their awareness and
experiences regarding the contributions of MOOCs to their PD and TPACK differ across high
and low LLL groups. Using a sequential explanatory mixed-methods design, the study also
investigates teachers’ experiences related to technical aspects of MOOC platforms.
Quantitative data from 201 teachers were collected via surveys; 92 with MOOC experience
were further analyzed, and ten teachers with MOOC experience from both groups were
interviewed.The findings reveal that teachers acknowledge the potential of MOOCs in
supporting their professional development, particularly in enhancing pedagogical knowledge
and integration of digital tools. However, they do not consider using MOOCs directly as
instructional material. Teachers highlight the importance of language support, user-friendly
interfaces, well-organized design, and diverse learning resources. Based on these results, the
study proposes recommendations to increase MOOC awareness and engagement among
teachers and support their lifelong learning.