The Learning Revolution: The Impact of MOOC-Based Microlearning on the Quality and Professional Skills of Teachers
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| Title: | The Learning Revolution: The Impact of MOOC-Based Microlearning on the Quality and Professional Skills of Teachers |
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| Language: | English |
| Authors: | Titi Prihatin, Ghanis Putra Widhanarto, Dwi Yuwono Puji Sugiharto, Seftia Kusumawardani |
| Source: | On the Horizon. 2025 33(4):444-459. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, MOOCs, Minicourses, Teacher Improvement, Faculty Development, Teacher Competencies, Teacher Characteristics, Teacher Competency Testing, Instructional Effectiveness |
| Geographic Terms: | Indonesia |
| DOI: | 10.1108/OTH-04-2025-0043 |
| ISSN: | 1074-8121 2054-1708 |
| Abstract: | Purpose: This study aims to analyze the effectiveness of massive open online courses (MOOC)-based microlearning in improving the professional competence of teachers in Indonesia, addressing the limitations of conventional training programs in meeting dynamic competency needs. Design/methodology/approach: A quantitative quasi-experimental design (pre-test post-test) was used, involving 1,126 teachers. Data was collected through competency tests (16 aspects of interactive media development) and perception questionnaires. Statistical analyses included paired t-test, N-Gain and multiple regression to measure learning outcomes and demographic influences. Findings: MOOC-based microlearning significantly improved teachers' competency scores (N-Gain = 60.5%, p < 0.05). Teaching level had a significant impact on learning outcomes (β = 0.151, p < 0.001), while gender and work duration showed no significant influence (p > 0.05). Research limitations/implications: The non-probabilistic sampling limits generalizability, and factors like intrinsic motivation and institutional support were not analyzed. Future research should explore broader contextual variables and diverse regions. Practical implications: Institutions should adopt microlearning with concise, accessible content and flexible delivery, tailored to teaching levels. Policymakers are urged to integrate MOOC platforms into teacher training programs to enhance scalability and inclusivity. Social implications: The findings support equitable access to professional development, particularly for rural teachers, reducing urban-rural educational disparities. The gender-neutral outcomes align with Sustainable Development Goals 4 (quality education) and promote inclusive digital upskilling, fostering a more competent and socially responsible teaching workforce. Originality/value: This study provides empirical evidence on the efficacy of MOOC-integrated microlearning for teacher professional development in a regional context (Indonesia). It uniquely highlights the critical role of teaching level in learning effectiveness, a factor underexplored in prior studies and challenges assumptions about gender and seniority impacts in digital learning. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502193 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to analyze the effectiveness of massive open online courses (MOOC)-based microlearning in improving the professional competence of teachers in Indonesia, addressing the limitations of conventional training programs in meeting dynamic competency needs. Design/methodology/approach: A quantitative quasi-experimental design (pre-test post-test) was used, involving 1,126 teachers. Data was collected through competency tests (16 aspects of interactive media development) and perception questionnaires. Statistical analyses included paired t-test, N-Gain and multiple regression to measure learning outcomes and demographic influences. Findings: MOOC-based microlearning significantly improved teachers' competency scores (N-Gain = 60.5%, p < 0.05). Teaching level had a significant impact on learning outcomes (β = 0.151, p < 0.001), while gender and work duration showed no significant influence (p > 0.05). Research limitations/implications: The non-probabilistic sampling limits generalizability, and factors like intrinsic motivation and institutional support were not analyzed. Future research should explore broader contextual variables and diverse regions. Practical implications: Institutions should adopt microlearning with concise, accessible content and flexible delivery, tailored to teaching levels. Policymakers are urged to integrate MOOC platforms into teacher training programs to enhance scalability and inclusivity. Social implications: The findings support equitable access to professional development, particularly for rural teachers, reducing urban-rural educational disparities. The gender-neutral outcomes align with Sustainable Development Goals 4 (quality education) and promote inclusive digital upskilling, fostering a more competent and socially responsible teaching workforce. Originality/value: This study provides empirical evidence on the efficacy of MOOC-integrated microlearning for teacher professional development in a regional context (Indonesia). It uniquely highlights the critical role of teaching level in learning effectiveness, a factor underexplored in prior studies and challenges assumptions about gender and seniority impacts in digital learning. |
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| ISSN: | 1074-8121 2054-1708 |
| DOI: | 10.1108/OTH-04-2025-0043 |
