Exploring Science Teachers' Experiences with Massive Open Online Courses for Professional Development

Abstract

Continuous professional development is essential for teachers to remain responsive to rapid changes in educational practices and technological innovations. Massive Open Online Courses (MOOCs) have emerged as an accessible and flexible approach to lifelong learning by providing educators with opportunities to develop professional competencies beyond conventional training programs. Despite the increasing global adoption of MOOCs, empirical evidence describing teachers' experiences within basic education institutions in developing countries remains limited. This study explored the perceptions and experiences of science teachers who participated in Massive Open Online Courses as part of their professional development in an international basic education institution in the Philippines. A qualitative descriptive research design was employed involving science teachers selected through purposive sampling. Participants completed pre-course and post-course online questionnaires consisting of closed-ended and open-ended questions. They were given the flexibility to enroll in MOOCs of their choice and complete them within one academic year. Quantitative responses were analyzed using descriptive statistics, while qualitative responses underwent thematic analysis to identify recurring patterns and experiences. Participants demonstrated positive attitudes toward lifelong learning and expressed strong intrinsic motivation to participate in MOOCs. Teachers perceived MOOCs as valuable because of their flexibility, accessibility, high-quality instructional content, and opportunities for self-paced learning. Although most participants successfully completed at least one MOOC, workload and competing professional responsibilities emerged as the primary barriers to course completion. Overall, participants considered MOOCs an effective strategy for continuous professional development and recommended their integration into institutional learning initiatives. MOOCs represent a practical and sustainable professional development strategy for science teachers. Institutional support mechanisms, including recognition of MOOC achievements and dedicated learning time, may further improve teacher participation and completion rates.