MOOC as Learning Platforms

The term MOOC tends to be linked as a distance learning model. This is emphasized by Siemens (2013)
stands for Massive Open Online and Course. More specifically, the open online course that involves huge
numbers of the student, accessible resources, online learning activity, and provides a structured course.
Similarly, Downes (2015) defines each term, MOOC is a learning tool that can be used to support
education on a massive scale, accessible resource, online learning activity, and offers the sequence
course. It means that MOOC has specific learning activities and materials that learners are expected to get
involved in. The term MOOC proposed by Siemens (2013), who classified three main formats according
to the current configuration, were as follows:
xMOOCs, which is considered as mechanical MOOC. The course has traditional pedagogy, traditional
model, proprietary resources, predefined goals, limited interactivity, focused domain, and certification. In
this course, professor is an authority which use top-down information through recorded courses and
individual assessments.
cMOOCs, which is considered as connectivist learning model. The course has connectivist pedagogy,
collaborative model, open resources, open goals, full interactivity, extended domain, and no certification.
In this course, each participant are potential teacher in peer training through collaborative work and
assessment. The course is defined by participants’ need and goals.
quasi-MOOCs, which is considered as asynchronous learning model. The course has personalized
learning, open resources, predefined goals, limited interactivity, focused domain, and no certification.
This course does not offer social interaction like cMOOCs yet intends to support specific goals of
participant. This course also provides web-based materials

Current use of MOOC nails not only to students but also teachers as the participants (Koutsodimou &
Jimoyiannis, 2015; Laurillard, 2016; Wang et al., 2018). Koutsodimou and Jimoyiannis (2015) explored
the implementation of a TPD-MOOC about using Web-based tools in instruction for primary education
teachers, which concern individual engagement, peer interaction activities and collaborative creations.
The course achieved a very high completion rate (82 percent), and the findings of the post-course survey
indicated that the majority of teachers were satisfied with their participation in using MOOC. This
research proves that MOOC had a positive impact in terms of their professional development (PD) in
acquiring the knowledge and skills to integrate Web tools in their classrooms. More specifically,
Laurillard (2016) reported on a TPD- MOOC, carried out in collaboration with the UNESCO Institute for
IT in Education. The investigation showed that the participants considered the course was highly valued.
It is proven that they achieved the learning goals and meet their expectations of involving MOOC. Also,
teachers' engagement in MOOC forums gives influence in maintaining throughout the course and
supports effective co-learning among the user. In another place, a recent study in China was focused on a
TPD-MOOC about flipped classroom pedagogy which has been delivered seven times (Wang et al.,
2018). Survey data were collected from a special MOOC learner subgroup, the persistent teachers, i.e.
teachers who enrolled in more than one round of this MOOC. The results showed that the majority of
persistent teachers were in a stage of experimentation and reassessment in their teaching career, they had
relatively rich teaching experience and they demonstrated strong skills of goal-setting and self-regulated
learning. It means that TPD for MOOC is required self-regulated learning as a strong commitment to
achieving the goals of learning.

MOOC in Teachers Professional Development Context

The research literature on TPD program is broadly defined as an activity designed to improve teacher
professional skills, knowledge, and attitude to enhance students learning (Guskey, 1999). The program
can influence teachers' innovation and changes in attitudes, beliefs, and classroom practices. Those
changes bring the notion of the TPD program as an important activity for improving education through
raising the standard and experience of teachers. Another study on TPD program defined as an essential
process of high-quality (professional development) which gives teachers' opportunity to participate

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collaboratively and actively in professional communities (Hawley & Valli, 1999; Little, 2006). This term
admits the interconnection between the quality of TPD program and student learning outcomes.
The use of MOOC seems as a potential learning platform in TPD. This online learning platform is
stronger than conventional ways such as Face to Face (F2F) workshops, training, and short courses
(Widodo & Riandi, 2013; Silvia, 2015). One of the critical issues identified in the conventional Teacher
Professional Development (TPD) program is no continuity of TPD engagement at their educational
institutions. TPD programs also have temporal and spatial constraints which sometimes conflict with the
teacher schedule (Silvia, 2015). Additionally, Noh et al. (2004) found that online training helps the
teacher to overcome space and time. The statements above are very interesting, however, it implies that if
teachers are not able to handle time and space, at the end of the course they will fail to involve MOOC as
well. To cope with the problem, virtual platforms such as MOOCs can be an alternative solution for the
pre-service or in-service teachers to promote the e-learning environment. Silvia (2015) states that
MOOCs enable teachers to broaden professional networks with the other teacher in professional
communities and exchanging pedagogical ideas, opinions, and beliefs through the platform. In other
words, the e-learning environment provides long life learners for professional learning which is flexible
and practical without any constraints through varied courses for the TPD program. However, some
criticisms are also addressed to MOOCs for TPD practice in Indonesia, such as low ICT skills, low user
experience with the learning platform, the incompleteness of the uploaded modules and the enormous
tasks to be completed in a short time (Utami, 2018). Another case in synchronous online learning which
instructional scaffolding found to be challenging on student engagement and technical requirement
(Pradita, 2019). Albeit many teachers familiar with online learning, there are many teachers especially in
a rural area with low ICT skills and low internet access for pedagogical purposes (Sari, 2012).
The categories of Teacher Professional Development (TPD) evaluation proposed by Guskey (2000), who
classified five main component can be presented as follows:
Participant reactions
Assesses the participant's reaction on how they regard their professional learning experience. This
element also applies to their perception of the curriculum development activity or study group experience.
For example, the participant will be asked about their opinion towards the content and nature of the
TPD program.
Participant professional learning
Discovers if the professional development experience changes in participants' knowledge, attitudes, or
beliefs. This change might be the result of any form of a professional learning experience. For example,
the participant will be asked about how the TPD program helps their professional learning through
MOOCs.
Participant use of new skills
Discovers if professional development experience changes participants' use of new skills in classroom
practice. This element emphasizes the transition from MOOCs course to the real classroom.
For example, the participant will be asked about how they use the new skills in the classroom.
Organizational culture
Finds out the organizational factors and their importance in evaluating professional development
programs and activities. This element concerned how their institution follow-up their TPD plans from the
course. For example, the participant will be asked if the
plans supported by the institution or not.
Student learning outcomes
Concerned with how professional learning experience gives a result on improving students'
achievement. This element finds out the relevance of the TPD program and students' learning outcomes.

Most of the studies in TPD has dealt with MOOC on how teachers develop the course in the classroom
(Deshpande & Chukhlomin, 2017; Silvia, 2015; Wuryaningsih et.al, 2017). Deshpande & Chukhlomin
(2017) reported on a MOOC designed to prepare and support secondary-education teachers towards using
Web 2.0 tools in language instruction. The design of the particular MOOC was directed by connectivist

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principles and promoted teachers' participation and self-regulated practices along four dimensions of
activity: engagement and creativity, peer interaction, mutual support and collaboration. This MOOC
achieved high rates of completion (62.5 percent). The result showed that teachers' motivation in
participating MOOC courses was related to the personal development needs, the flexibility, the direct
connection of course content and classroom reality, and the demands of using new tools and pedagogical
practices. Similarly, Silvia (2015) reported on the use of Coursera for English teachers. The participants
have positive feedback towards the course, students' learning outcome, and self-regulation learning. They
also stated that the course impacts their pedagogical practice and belief. Yet, the institution doesn't
support their online TPD programs. In other studies, Wuryaningsih et.al (2017) reported that a positive
influence on the improvement of teachers' knowledge and performance, as well as beliefs that influence
the curriculum implementation. It means that online TPD programs can be an alternative way to enhance
teachers' pedagogical quality. The online TPD programs are also more cost-effective than Face to Face
(F2F) teachers' workshops.

Teachers’ Narrative of Professional Development

This can be determined as teacher reflective from their practice through integrating the observation into
the emerging theories of teaching and learning (Dewey, 1993). Through narrative, teachers able to engage
the reflective cycle process where they should be active, persistent, and careful along with the
observation. Similarly, Johnson & Golombek (2002) stated that the reconstructive process enhances
knowledge of self-inquiry to reinterpret their experiences and to build local knowledge that situated in
their classrooms and contexts into meaningful works, especially with the students and communities. It
means that teacher narrative inquiry as professional development offers the authentic TPD on self-
examination that increase the control over their thoughts or actions and grant their experiences with
deepened meaning for ongoing improvement.
Despite the growing number of professional development research, only a few studies explain ways the
use of self-narrative as a method. Schwarz (2001) argued that teachers are still subject to one-size-fits-all
training in the implementation of the latest policy. Teacher training tends to exposed to formal nature and
neglects the ongoing support of continuous learning. Likewise, pre- service teachers have even less voice
or choice than in-service teachers in their education due to the limited practice in designing their ongoing
development.

Hence, authentic professional development should recognize the teacher's needs and as thoughtful adult
learners. Even in pre-service education, it should include opportunities that promote the constructivist and
recognize teachers' voices in the process. To give future teachers more ownership of their development,
teacher narrative can serve both the teacher story and teacher research.
By exploring the story of nature experienced will help the better understandings in which pre-service
teachers construct their professional development. It aligned with Johnson & Golombek (2002) that
teacher narrative inquiry can be defined as a systematic exploration conducted by the teachers and for the
teachers through their own stories and language. It means that the research focused on the value for
teachers inquiring into their teaching. Furthermore, it builds the meaning that motivates them and
recognizing them as autonomous adult learners. It also clarifies the issues and finds the answers or at least
understandings. Using teachers’ narrative encourages pre-service teachers to look to their colleagues and
their community as well as other resources to find help in solving problems.
Three narrative activity as a mediational in fostering teacher professional development are
externalization, verbalization, and systematic examination (Johnson & Golombek, 2011). Verbalization
means assists teachers as they attempt to internalize the academic concepts that they are exposed to in
TPD programs, whereas systematic examination means the parameters on how teachers engage in the
narrative activity. Yet this research focus is on narrative activity functions as externalization. In this term,

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it allows pre-service teachers

to express their understandings and feelings by giving voice to their past, present, and even imagined
future experiences. It also fosters introspection, explanation, and sense-making while opening teachers'
thoughts. Besides, pre-service teachers develop the awareness of what they are experiencing, thinking,
and feeling that represent an initial step in cognitive development.