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

Monty King; Bernadete Luan; Esperança 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)

Open Praxis

Volume 10 (2018): Issue 3

By: Monty King , Bernadete Luan and Esperança Lopes

Open Access

|Jul 2018

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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Articles in this issue

DOI: https://doi.org/10.5944/openpraxis.10.3.840 | Journal eISSN: 2304-070X

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Language: English

Page range: 279 - 287

Submitted on: Feb 4, 2018

Accepted on: Jun 26, 2018

Published on: Jul 1, 2018

Published by: International Council for Open and Distance Education (ICDE)

In partnership with: Paradigm Publishing Services

Keywords:

Online learning,

MOOC,

global South,

developing countries,

Continuing Professional Development,

teacher training,

Timor-Leste

© 2018 Monty King, Bernadete Luan, Esperança Lopes, published by International Council for Open and Distance Education (ICDE)
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 10 (2018): Issue 3