Research Article
Engaged Learning in MOOCs for Teaching Professional Development in the Cyber Era: A Study of Autoethnography
@INPROCEEDINGS{10.4108/eai.27-4-2019.2285304, author={Candradewi Wahyu Anggraeni}, title={Engaged Learning in MOOCs for Teaching Professional Development in the Cyber Era: A Study of Autoethnography}, proceedings={Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Semarang, Indonesia}, publisher={EAI}, proceedings_a={ELLIC}, year={2019}, month={7}, keywords={moocs autoethnography cyber era teaching professional development}, doi={10.4108/eai.27-4-2019.2285304} }- Candradewi Wahyu Anggraeni
Year: 2019
Engaged Learning in MOOCs for Teaching Professional Development in the Cyber Era: A Study of Autoethnography
ELLIC
EAI
DOI: 10.4108/eai.27-4-2019.2285304
Abstract
In the Cyber Era, numerous learning platforms exist to fulfill the learners’ needs. One of the platforms is MOOCs (Massive Open Online Courses) in which it provides many materials for promoting autonomous learning. In this research, I implement an autoethnography to share my experiences in joining MOOCs that cover ways to use MOOCs, MOOCs materials, MOOCs assignments completion, and benefits and obstacles in MOOCs. This research uses a qualitative approach that focuses on my learning experiences in MOOCs. The instruments of data collection used are my systematic learning observation and my journal reflection. IMOOC (Indonesian Massive Open Online Course) on Technology for Autonomous Learning 2018 and MOOC AE-E Teacher Program Fall 2018 are the MOOCs that I involve in. Being an enrollee in MOOCs, I can gain many virtues for my teaching professional development. In short, this research will give the contribution to theoretical, practical, and pedagogical significances toward MOOCs.