Exploring MOOC facilitated sessions for the professional development of school teachers

Abstract

Amidst the global pandemic, the Massive Open Online Course (MOOC) has become a widely adopted tool across different educational levels. This paper depicts the qualitative and quantitative implications of this mode of learning by assessing participant’s impression of MOOC sessions. The article describes the Project, aimed at supporting a diverse group of the participants in their English language competence enhancement with the help of the Massive Open Online Courses (MOOCs), i.e. English for Media Literacy and English for STEM and organized by Teachers of English Association of Kazakhstan (KazTEA) with financial support of the Regional English Language Office (RELO), the U.S. Embassy in Nur-Sultan. The target group covers students at undergraduate and postgraduate levels, EFL and STEM teachers from Nur-Sultan city, Kazakhstan. Foreign language skills among the participants ranged from beginner to advanced levels.