Evaluating Learning Transfer from MOOCs to Workplaces: A Case Study from Teacher Education and Launching Innovation in Schools

Over two iterations of a Massive Open Online Course (MOOC) for school leaders, Launching Innovation in Schools, we developed and tested design elements to support the transfer of online learning into offline action. Effective professional learning is job-embedded: learners should employ news skills...

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Bibliographic Details
Published in:Revista iberoamericana de educación a distancia 2020-07, Vol.23 (2), p.45-64
Main Authors: Napier, Alyssa, Reich, Justin
Format: Article
Language:English
Subjects:
Blended learning
Coaching (Performance)
Course Content
Course Objectives
Designers
Distance learning
Education
Educational Innovation
Electronic Learning
Initiatives
Instructional design
Instructional Improvement
Instructional Leadership
Learning Analytics
Learning Experience
Measurement Techniques
MOOCs
Online Courses
Online instruction
online learning
Opportunities
Professional development
Professional Education
professional learning
Professional Training
Professionals
Professions
Programming Languages
Public Service
Researchers
Schools
Students
Teacher Improvement
Teachers
Teaching Methods
Transfer of Training
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Summary:Over two iterations of a Massive Open Online Course (MOOC) for school leaders, Launching Innovation in Schools, we developed and tested design elements to support the transfer of online learning into offline action. Effective professional learning is job-embedded: learners should employ news skills and knowledge at work as part of their learning experience. This MOOC aimed to get participants to plan and actually launch new change efforts, and a subset of our most engaged participants were able and willing to do so during the course. Required assessments spurred student actions, along with instructor calls to action and modeling and exemplars provided by course elements. We found that participants led change initiatives, held stakeholder meetings, collected new data about their contexts, and shared and used course materials collaboratively. Collecting data about participant learning and behavior outside the MOOC environment is essential for researchers and designers looking to create effective online environments for professional learning.
ISSN:1138-2783
1390-3306
DOI:10.5944/ried.23.2.26377