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Supporting Teachers Moving Online, using a MOOC, During the COVID-19 Pandemic

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dc.contributor.author Mays, Tony John
dc.contributor.author Ogange, Betty
dc.contributor.author Naidu, Som ...et.al
dc.date.accessioned 2021-12-06T03:49:14Z
dc.date.available 2021-12-06T03:49:14Z
dc.date.issued 2021
dc.identifier.citation Mays, T. J., Ogange, B., Naidu, S. & Perris, K. (2021). Supporting teachers moving online, using a MOOC, during the COVID-19 pandemic. Journal of Learning for Development, 8(1), 27-41. en_US
dc.identifier.issn 2311-1550
dc.identifier.uri ${sadil.baseUrl}/handle/123456789/1377
dc.description 15 p. ; PDF en_US
dc.description.abstract Following campus closures due to the COVID-19 pandemic, many Ministries of Education around the world requested teachers to move their teaching online. This case study reflects on how the Commonwealth of Learning responded to requests from two countries to provide support in pedagogical and curricular change for online learning in this process. A Massive Open Online Course (MOOC) platform was used to upskill 11,568 teachers in two regions of the Commonwealth. Analytics from within the course, together with pre-, mid- and end-course surveys of participants’ perceptions indicated that while there was, and is, scope for improvement, the short course largely reached its objective of providing immediate support on an introductory level and that the approach adopted was largely appropriate for the purpose en_US
dc.language.iso en en_US
dc.publisher COL en_US
dc.relation.ispartofseries JL4D 2021, Vol. 8, No. 1, pp. 27-41;
dc.subject COVID-19 en_US
dc.subject online teaching en_US
dc.subject OER en_US
dc.subject MOOC en_US
dc.title Supporting Teachers Moving Online, using a MOOC, During the COVID-19 Pandemic en_US
dc.type Article en_US


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