Experiences of Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD)

Monty King; Bernadete Luan; Esperanca Lopes

doi:10.5944/openpraxis.10.3.840

Experiences of Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD)

Monty King, Bernadete Luan, Esperanca Lopes

School of Social Sciences

Research output: Contribution to journal › Article › peer-review

14 Citations (Web of Science)

Abstract

This paper details the experiences of a group of Timorese English language teachers from Lorosa'e English Language Institute (LELI) in Dili, Timor-Leste, who participated in a professional development MOOC entitled Teaching for Success: Lessons and Teaching between March and April 2017. Drawing on the pedagogical principles of blended learning; participants engaged with online course content, and once a week met as a study group to view some video content together and discuss issues arising from it. The authors draw on participant observation, individual and focus group interviews and post-course author reflections to outline the benefits and challenges of doing blended MOOCs in Dili, and propose that they can provide local English language teachers opportunities for subject area knowledge building, language literacy development and more general lifelong learning.

Original language	English
Pages (from-to)	279-287
Number of pages	9
Journal	Open Praxis
Volume	10
Issue number	3
DOIs	https://doi.org/10.5944/openpraxis.10.3.840
Publication status	Published - 2018

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10.5944/openpraxis.10.3.840Licence: CC BY

14 Citations
1 Doctoral Thesis

Doing MOOCs in Dili: Southern agency and open online learning in Timor-Leste
King, M., 2023, (Unpublished)
Research output: Thesis › Doctoral Thesis

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abstract = "This paper details the experiences of a group of Timorese English language teachers from Lorosa'e English Language Institute (LELI) in Dili, Timor-Leste, who participated in a professional development MOOC entitled Teaching for Success: Lessons and Teaching between March and April 2017. Drawing on the pedagogical principles of blended learning; participants engaged with online course content, and once a week met as a study group to view some video content together and discuss issues arising from it. The authors draw on participant observation, individual and focus group interviews and post-course author reflections to outline the benefits and challenges of doing blended MOOCs in Dili, and propose that they can provide local English language teachers opportunities for subject area knowledge building, language literacy development and more general lifelong learning.",

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AB - This paper details the experiences of a group of Timorese English language teachers from Lorosa'e English Language Institute (LELI) in Dili, Timor-Leste, who participated in a professional development MOOC entitled Teaching for Success: Lessons and Teaching between March and April 2017. Drawing on the pedagogical principles of blended learning; participants engaged with online course content, and once a week met as a study group to view some video content together and discuss issues arising from it. The authors draw on participant observation, individual and focus group interviews and post-course author reflections to outline the benefits and challenges of doing blended MOOCs in Dili, and propose that they can provide local English language teachers opportunities for subject area knowledge building, language literacy development and more general lifelong learning.

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KW - MOOC

KW - global South

KW - developing countries

KW - Continuing Professional Development

KW - teacher training

KW - Timor-Leste

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JO - Open Praxis

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ER -

Experiences of Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD)

Abstract

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Research output

Doing MOOCs in Dili: Southern agency and open online learning in Timor-Leste

Cite this