Using personalized support & school-based study groups to increase teachers’ participation in MOOCs: Findings from two European pilot projects

Probably not a substantial claim: may not pass S3 (load-bearing).

The importance of teachers building community as part of any TPD experience is acknowledged by most of the literature.

“The importance of teachers to build community as part of any TPD experience is acknowledged by most of the literature (Anderson, Boaler, & Dieckmann, 2018, Schleicher, 2016).”

• cites Anderson, Boaler, & Dieckmann, 2018 sourceSupported
• cites Schleicher, 2016 sourceNot checked — no full text of the source

May combine two claims.

Robust evidence on what works for online support is limited and is not specifically focused on teachers.

“However, robust evidence on what works is limited and is not specifically focused on teachers (Kizilcec et al., 2020).”

• cites Kizilcec et al., 2020 sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The plan making intervention increased short-term persistence but did not increase course completion.

“While this intervention increased shortterm persistence, it did not increase course completion, which was previously found (Yeomans and Reich, 2017).”

• cites Kizilcec et al., 2020 sourceSupported
• cites Yeomans and Reich, 2017 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Impacts of such interventions could be highly heterogeneous across contexts and participant types, and support interventions should be targeted.

“Overall, the authors conclude that the impacts of such interventions could be highly heterogeneous across contexts, type of participants and that support interventions should be targeted and take those factors in due account.”

• cites Kizilcec et al., 2020 sourceSupported

Probably not a substantial claim: may not pass S3 (load-bearing).

The value-relevance intervention increased completion rates only in a subset of courses carried out in developing countries.

“This second intervention was found to increase completion rates only in a subset of courses carried out in developing countries.”

• cites Kizilcec et al., 2020 sourcePartly supported

  The Results section reports increased completion for students in less-developed countries, but only in courses with a global achievement gap. The claim incorrectly describes the courses, rather than the students, as being in developing countries; our copy provides no page numbers. (LLM, conf=0.88)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S3 (load-bearing).

The mental contrasting with implementation intentions intervention increased completion rates only for students in individual countries.

“This intervention increased completion rates only for students in individual countries.”

• cites Kizilcec et al., 2020 sourcePartly supported

  The Interventions and Prior Results section reports that earlier MCII trials increased completion for students in individualistic countries. But the Results section says this effect did not replicate in the present study, and an exploratory analysis found an increase for a different subgroup. The claim omits the prior-study qualification and overstates the effect as exclusive to that group. (LLM, conf=0.88)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S3 (load-bearing).

Benefits of blended learning include the possibility to develop more meaningful activities because of the location within the site of professional practice.

“The benefits of blended learning therefore also include the possibility to develop more meaningful activities (Herrington et al., 2003) because of the location within the site of their professional practice.”

• cites Herrington et al., 2003 sourcePartly supported

  The ‘Authentic activities in learning environments’ section says that realistic, context-rich online tasks benefit learners, supporting the point that such activities can be more meaningful than decontextualised exercises. It does not establish this as a benefit of blended learning or attribute it to learners being located at a site of professional practice; the paper describes online environments that resemble real-world contexts. (LLM, conf=0.84)

  Experimental — accuracy not yet measured

Probably not a substantial claim: may not pass S3 (load-bearing).

The few questions put forward by participants regarded practical aspects of the courses rather than course contents.

“The few questions put forward by participants regarded practical aspects of the courses rather than course contents.”

May combine two claims.

Very few teachers and student teachers accepted the offer for an online 1:1 session (57 in total), and few replied to the more general offer of support.

“This impact was observed even though very few teachers and student teachers accepted the offer for an online 1:1 session (57 in total), and also few replied to the more general offer of support made in all personalized support emails.”

May combine two claims.

Amongst teachers who came to the first study group session, between 80% and 100% also attended the last study group session and completed the MOOC the study group was associated with.

“Amongst those teachers who came to the first study group session, between 80% and 100% also attended the last study group session and completed the MOOC that the study group was associated with.”

May combine two claims.

Pilot teachers reported that exchanges amongst study group participants regularly addressed issues unrelated to the MOOC and that a key benefit of organizing the study groups was the collaborative culture it generated amongst school colleagues.

“Pilot teachers reported that exchanges amongst study group participants regularly addressed issues that were unrelated to the MOOC and that one of the key benefits of organizing the study groups had been the collaborative culture it generated amongst the school colleagues.”

May combine two claims.

The support study group teachers provided each other was focused particularly on language issues, although technical issues were also mentioned.

“Interestingly, the support the teachers provided each other was focused particularly on language issues, although technical issues were also mentioned.”

Probably not a substantial claim: may not pass S3 (load-bearing).

In the Teacher Academy study groups pilot, the study groups varied in size from 5 to 30 teachers.

“The study groups varied in size from 5 to 30 teachers.”

May combine two claims.

The increased confidence to take further online courses was primarily due to increased confidence in dealing with language issues and a better understanding of how an online course worked.

“According to the feedback received this was primarily due to increased confidence in dealing with language issues as well as a better understanding of how an online course worked.”

May combine two claims.

Because of the cross-curricular topics addressed by the MOOCs, the study groups included colleagues from different subject areas and facilitated exchange between them, which was far from common in many pilot schools.

“Due to the cross-curricular topics addressed by the MOOCs, the study groups included colleagues from different subject areas and facilitated an exchange between them -something that was far from common in many pilot schools.”

May combine two claims.

Low expectations and lack of motivation affect completion rate in online courses.

“Studies often highlight the importance of a participant's low expectations (Pursel et al., 2016a) and a lack of motivation that affects their completion rate in online courses (Osborn, 2001).”

• cites Pursel et al., 2016aNot matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites Osborn, 2001 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

There is little research available on the factors that affect teachers' enrolment, starting and completion of MOOCs or online learning in general.

“There is little research available on the factors that affect teachers' enrolment, starting and completion of MOOCs or online learning in general.”

May combine two claims.

Online training formats and MOOCs have the potential to increase accessibility for training educators and address challenges reported by teachers in accessing relevant professional development.

“There is little doubt that online training formats and Massive Open Online Courses (MOOCs) in particular have the potential to increase accessibility for training educators and address some challenges reported by teachers in being able to access relevant professional development (OECD, 2019).”

• Also stated in: § Introduction · boosted

  “There is little doubt that online training formats and Massive Open Online Courses (MOOCs) in particular have the potential to increase accessibility of training for teachers and address some of the challenges reported by teachers in being able to access relevant professional development (OECD, 2019).”

• cites OECD, 2019Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

Learners' participation in online courses could be potentially increased by improved instructional design and support mechanisms in online courses.

“Research findings acknowledge that learners' participation in online courses could be potentially increased by improved instructional design and support mechanisms in online courses.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The face-to-face part of blended learning offers advanced interactive experiences that can better engage learners.

“Other researchers see the face-to-face part of blended learning as offering advanced interactive experiences that can better engage the learners (Mironov et al., 2014, p. 228).”

• cites Mironov et al., 2014Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S2 (checkable).

Research on general online courses offers an idea of the specific factors that are also likely to affect teachers.

“While the contexts, settings and populations explored by this research cannot be easily compared to the situation for teachers, it does offer an idea of the specific factors that are also likely to affect teachers.”

Classified as probably not a substantial claim.

The school-based blended learning model may offer a bridge to online learning especially for teachers less prone to try out online courses on their own or lacking essential digital or other competences.

“The school-based blended learning model to be discussed in the next section may offer a bridge to online learning especially for teachers that are less prone to try out online courses on their own or may lack essential digital or other competences.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

There are a few studies that examine the use of MOOCs for blended learning.

“There are also a few studies that examine the use of MOOCs for blended learning.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The messages may have also served as guidance, as they entailed concrete useful information.

“The messages may have also served as guidance, as they entailed concrete useful information.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Leveraging predictive data analytics on factors like digital skills, self-regulated learning, previous experience has the potential to improve targeting and providing learners with personalized support.

“Leveraging predictive data analytics on such factors has the potential to improve targeting and providing learners with personalized support (Briggs and Spaulding, 2018).”

• cites Briggs and Spaulding, 2018Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S4 (based).

There are no studies that explore the specific combination of school-based blended learning model in the context of MOOCs.

“There are no studies that explore this specific combination of blended learning, but the literature does address the benefits of blended learning in teacher professional development (TPD) including when the onsite element of blended learning happens in school.”

Classified as probably not a substantial claim. May combine two claims.

Teachers participating in MOOCs report challenges grouped into language barriers, technical issues, time pressures, workload, and issues linked to online collaboration with peers.

“For example, O'Shea and Bulceag report about challenges faced by teachers participating in MOOCs, which can be grouped into the following general categories: language barriers, technical issues, time pressures, workload and issues linked to online collaboration with peers (Majella & Bulceag, 2020).”

• cites Majella & Bulceag, 2020Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

For some teachers, the messages may have acted as simple reminders to do certain things, such as to start the course.

“For some teachers, the messages may have acted as simple reminders to do certain things, such as to start the course.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Extensive research exists looking at the factors that lead to completion of online courses.

“However, extensive research exists looking at the factors that lead to completion of online courses.”

Classified as probably not a substantial claim.

For any support offered entirely online, an inherent limitation is that it may not reach teachers lacking basic digital competences.

“For any support offered entirely online, an inherent limitation is, that it may not reach teachers that lack basic digital competences to successfully navigate a course.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The effect of low expectations and lack of motivation on completion is likely due to the self-directed nature of online courses.

“This is likely due to the self-directed nature of online courses (Bawa, 2016).”

• cites Bawa, 2016 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

Blended learning designs mean that professional development programs for teachers can be integrated into the local context of their school.

“Blended learning designs mean that professional development programs for teachers can be integrated into the local context in which teachers work, their school (Owston et al., 2008).”

• cites Owston et al., 2008 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

It is not possible to provide a conclusive answer to how the personalized support offer actually worked.

“It is not possible to provide a conclusive answer to how the personalized support offer actually worked.”

Probably not a substantial claim: may not pass S3 (load-bearing).

There is a positive correlation between degree of action and interaction during online orientation courses and enrolment in university programs.

“They confirmed a positive correlation between the degree of action and interaction during online orientation courses and the enrolment in university programs.”

• cites Kai et al., 2017Not checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

Finding effective measures to support teachers in addressing challenges has the potential to increase overall participation of teachers in MOOCs.

“While there may be other reasons why overall teachers' participation in online training and MOOCs in particular remains below its potential, finding effective measures to support teachers in addressing these types of challenges surely has the potential to increase overall participation of teachers in MOOCs.”

Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

Examples from post-secondary distance education may provide valuable lessons learned for online teacher training.

“In this section we look at some examples tested in post-secondary distance education settings, as we argue that they may provide valuable lessons learned for online teacher training.”

Classified as probably not a substantial claim.

The findings offer two examples of promising mechanisms that can be implemented by course providers and schools to help more teachers benefit from the TPD opportunities offered by MOOCs.

“The findings in this paper offer two examples of promising mechanisms that can be implemented by course providers and schools to help more teachers benefit from the TPD opportunities offered by MOOCs.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

No systematic evaluation of the participants of the study groups themselves was undertaken; the pilot teachers conducted reflection activities with study group participants during the last session.

“No systematic evaluation of the participants of the study groups themselves was undertaken but the pilot teachers conducted reflection activities with the study group participants during the last study group session.”

May combine two claims.

Through the trusted peer support they offer and their success in building participants' confidence and a learning community at school level, the study groups could drive interest and enrolment in MOOCs among teachers who might not normally have considered it.

“Through the trusted peer support such study groups offer as well as by the nature of their success in building confidence in the participants and a learning community at school level, the study groups could drive interest and enrolment in MOOCs of teachers who might not normally have considered it.”

May combine two claims.

Learning in an online or blended environment with familiar colleagues present was perceived to be of key importance to participating teachers and enabled different support mechanisms, including peer support.

“Furthermore, Philipsen et al.'s findings show that learning in an online or blended environment with familiar colleagues present, was perceived to be of key importance to the participating teachers and enabled different support mechanisms, including peer support (Philipsen et al., 2019).”

• cites Philipsen et al., 2019 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

It is not clear to what extent the collaboration generated by the study groups was maintained for a longer period after the study groups ended.

“It is however not clear to what extent this type of collaboration was maintained for a longer period after the study groups.”

May combine two claims.

The pilot findings support Philipsen et al. (2019)'s finding that working with known colleagues in online or blended courses was preferred by teachers and enabled different kinds of peer support.

“It also supports the finding of Philipsen et al. (2019) that working with known colleagues in online or blended courses was preferred by teachers and enabled different kinds of peer support.”

• cites Philipsen et al. (2019) sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

The few studies that examine blended MOOCs in the context of TPD offer mixed results on their effectiveness.

“The few studies that examine blended MOOCs in the context of TPD offer mixed results on their effectiveness.”

Probably not a substantial claim: may not pass S4 (based).

The massiveness of MOOCs presents challenges for creating conditions necessary for learning because the educator cannot provide individual feedback to each learner.

“The massiveness of MOOCs presents challenges for creating the conditions necessary for learning insofar as the educator cannot provide individual feedback to each learner.”

Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

Integration into school could offer better opportunities for applying to practice what was learned and to develop school-based learning communities.

“This could offer better opportunities for applying to practice what was learned and to develop school-based learning communities.”

May combine two claims.

The infrastructures required for the two mechanisms differ substantially: the personalized support offer requires a centralized technical infrastructure providing the data for personalization, while the school-based blended model requires a distributed and local network of collaborators in schools.

“The personalized support offer requires a centralized technical infrastructure that offers the data for the personalization to be possible, while the school-based blended model requires a distributed and local network of collaborators in schools.”

May combine two claims.

MOOCs can be made more accessible to different teacher profiles, although this does not mean that MOOCs are a suitable TPD format for all teachers regardless of the support mechanisms on offer.

“While this does not mean that MOOCs -regardless of the support mechanisms on offer -are a suitable TPD format for all teachers, it does suggest that MOOCs can be made more accessible to different teacher profiles.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing), S4 (based).

Research on blended MOOCs for TPD is gradually emerging.

“Research on blended MOOCs for TPD is gradually emerging.”

Probably not a substantial claim: may not pass S4 (based).

A blended MOOC design has advantages of compensating for perceived weaknesses of the MOOC model.

“A blended MOOC design has the advantages of compensating for the perceived weaknesses of the MOOC model.”

May combine two claims.

The personalized support offer targets teachers who have already enrolled and coaxes them towards starting and completing a course through psychological effects and direct guidance, whereas the school-based blended learning model has a stronger potential to reach teachers who would never have considered enrolling in a MOOC.

“While the personalized support offer targets those teachers who have already made the first step of enrolling on a course and then coaxes them towards starting and completing a course through a mix of psychological effects and direct guidance, the school-based blended learning model has a stronger potential to reach those teachers who would never have considered enrolling to a MOOC in the first”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

In Gynter (2016), educators were in many cases unfamiliar with the MOOC concept and were therefore likely to reproduce what had been taught online rather than support students in more meaningful ways, which might explain the negative feedback of participants.

“Educators in the study were in many cases unfamiliar with the MOOC concept and were therefore likely to reproduce what had been taught online rather than support students in more meaningful ways, which might explain the negative feedback of participants.”

• cites Gynter, 2016Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.