Open AccessTeacher candidates’ satisfaction with massive open online courses in Turkey
Author(s) -
Rabia Vezne
Publication year - 2021
Publication title -
cypriot journal of educational sciences
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.22
H-Index - 5
eISSN - 1305-905X
pISSN - 1305-9076
DOI - 10.18844/cjes.v15i3.4914
Subject(s) - asynchronous communication , distance education , quality (philosophy) , higher education , mathematics education , online learning , psychology , order (exchange) , open education , massive open online course , asynchronous learning , pedagogy , computer science , medical education , multimedia , teaching method , synchronous learning , political science , cooperative learning , medicine , computer network , philosophy , epistemology , finance , law , economics
Adult education, especially teacher education, is one of the most important issues in Turkey in order to increase the quality of education and to keep up with the countries which aim to become one of the most competitive and knowledge-based economy in the world. Therefore, most of the universities started to improve their distance learning provisions by using massive open online courses (MOOCs). The purpose of this study is to understand teacher candidates’ opinions on MOOCs and their satisfaction with MOOCs. A mixed method including qualitative and quantitative approaches was used in this study. Results show that the MOOCs have a positive effect on teacher candidates’ personal development and learning life; therefore, they are satisfied with the MOOCs. Only the satisfaction level in learner–instructor interaction is lower in asynchronous courses. As adult learners, they wanted to be more active in MOOCs. These findings improve the understanding of MOOC’s learning satisfaction and contribute to design and develop better MOOCs according to learners’ needs and demands.
Keywords: adult education, teacher education, distance education;