Moocs And In-Service Teacher Training: Towards An And Andragogical Design Framework

Abstract

Despite the growing importance of MOOCs (Massive Open Online Courses) in the contemporary educational landscape, their theoretical foundation, particularly with regard to their use for the continuing education of practicing teachers, remains relatively understudied. However, the quality and effectiveness of these programs depend heavily on a solid conceptual framework capable of guiding their pedagogical design. This study aims precisely to fill this gap by proposing a structured theoretical framework for the design of MOOCs dedicated to teacher training and professional development, drawing on adult learning theories. It emphasizes an integrative approach, based on the analysis of six adult learning models frequently used in the scientific literature: Knowles's andragogical model, Tough's model, Schön's reflective practitioner model, Mezirow's transformation model, Kolb's experiential model, and the situated cognition model. The methodology adopted combines qualitative and comparative analysis, structured around two complementary axes. On the one hand, a comparative and systemic approach allows us to identify the fundamental principles and convergences between different learning models. On the other hand, a model-based instructional design approach allows us to translate these theoretical principles into concrete design tools, such as learning scenario diagrams. These tools allow us to visualize, from the design phase, the training paths adapted to each model or to combinations of models.

The results of this study reveal that each theoretical model provides distinct and complementary elements which, when integrated coherently, allow us to design MOOCs that are flexible, relevant, and adapted to the specific needs of adult educators. This approach promotes the personalization of learning paths, taking into account learners' professional experience, their intrinsic motivations, their ability to reflect on their practices, and their learning environment.

The originality of this research lies in its desire to go beyond a single-model approach to propose a hybrid and operational theoretical framework applicable to the design of MOOCs geared towards continuing teacher education. This framework constitutes a significant step forward towards more refined and more contextualized educational engineering of digital training devices, in line with the requirements of adult learning.