dc.contributor.authorMonge, Carlos
dc.contributor.authorGómez-Hernández, Patricia
dc.contributor.authorGarcía-Barrera, Alba
dc.description.abstractMOOCs seem to be a good way to deliver training to a large number of teachers and to facilitate their professional development in those areas whose skills are scarce, requires an update or needs further deepening. In this chapter a test is carried out to make an approach to the current state of affairs, taking sample students from an on-site university and an open university. This study also allows investigating if there may be differences between both groups. Using case studies, a questionnaire was administered to 37 pre-service teachers, showing a relative great knowledge about MOOCs by participants. In conclusion, the studied universities must design, develop and divulgate these courses as a pedagogical resource for initial and continuous teacher training. This chapter completes the book section with discussion on research involving ‘RIA and education practice of MOOCs’, as such it provides a fitting commentary for the topic of ‘educational training design’es
dc.publisherIGI Globales
dc.relation.ispartofseriesMacro-Level Learning through Massive Open Online Courses (MOOCs): Strategies and Predictions for the Futurees
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internacional*
dc.titleChallenges about MOOCs in Teacher Training: Differences between On-Site and Open University Studentses
dc.publisher.departmentDepartamento de Magisterio de Educación Primariaes
dc.publisher.facultyFacultad de Ciencias de la Salud y de la Educaciónes
dc.subject.keywordOpen University Studentses
dc.subject.keywordinformation and communications technologyes
dc.subject.keywordEuropean Higher Education Areaes

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Attribution-NonCommercial-NoDerivatives 4.0 Internacional
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