An Approach To Modeling Moocs For Science Teacher Training

DOI

10.2991/978-2-38476-408-2_42How to use a DOI?

Keywords

MOOCs; Teacher Training; Professional Development; Adult Learning; Conceptual Framework; Pedagogical Scripting; Online Education; MOOCs-ENS; Lifelong Learning; Instructional Design

Abstract

MOOCs, or Massive Open Online Courses, have emerged over the past decade as a promising alternative in education. They are rapidly making their mark on teacher training and professional development worldwide, often in formal or non-formal contexts. However, work on their conceptual frameworks remains limited, especially as they relate to a specific adult audience.

In this article, we present a conceptual approach to the design of MOOCs for teacher training and professional development, based on the consideration of various theories and models relevant to adult learning.

A conceptual framework is developed from a cross-analysis of the main models of adult learning and their implications for the design of MOOCs for teacher training. We derive a personalized and aligned MOOC model and an associated pedagogical scripting model.

This study is the first draft of an ongoing project to design and implement a MOOCs-ENS platform for the initial and in-service training of the new generation of Moroccan teachers on a national scale. It is a contribution to the growing body of research on the use of MOOCs in teacher education and professional development.

Copyright

© 2025 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Omar Erradi
AU  - Mohamed Khaldi
AU  - Youssef Erradi
PY  - 2025
DA  - 2025/06/20
TI  - An Approach To Modeling Moocs For Science Teacher Training
BT  - Proceedings of the E-Learning and Smart Engineering Systems (ELSES 2024)
PB  - Atlantis Press
SP  - 573
EP  - 579
SN  - 2667-128X
UR  - https://doi.org/10.2991/978-2-38476-408-2_42
DO  - 10.2991/978-2-38476-408-2_42
ID  - Erradi2025
ER  -