The Impact of a Mooc

Long-Term Analysis of Teachers’ Learning Outcomes and Practices

Bibliographic Data

ID22045000
AuthorsEugenia Taranto (0000-0001-6093-6618, Università degli Studi di Enna Kore, corresponding author), Simone Jablonski (0000-0002-1691-4435, Paderborn University), Tomás Recio (0000-0002-1011-295X, Universidad Nebrija), Elisabete Cunha (0000-0001-5143-9484, Polytechnic Institute of Viana do Castelo), Matthias Ludwig (0000-0003-1296-8898, Goethe University Frankfurt), Maria Flavia Mammana (0000-0002-0578-4444, University of Catania)
Year2025
Volume15
Issue3
Pages336
Publication date2025-03-09
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15030336
OpenAlexW4408292767
LanguageEN
References cited27

We present the continuation of a study on an international MOOC for the training of mathematics teachers who were introduced to the methodology of outdoor mathematics through MathCityMap. Previously, we presented the immediate learning and professional development outcomes achieved by teachers who participated in the MOOC. Here, using the theoretical framework of Meta-Didactical Transposition and performing a mixed-type analysis, we investigate the long-term impact of the MOOC on these teachers to whom we administered a questionnaire one year after the end of the MOOC. We conclude that for these teachers, practising mathematics outdoors has become a consolidated teaching practice, but they still feel quite uncomfortable for structural reasons about using some pedagogical instruments they have learned in the MOOC

Mathematics education · Medical education · Pedagogy · Computer Science · Medicine · Online Learning and Analytics · Psychology

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Open DOIOpen Access