Opinions of Greek Primary Education Teachers on
Their Training via MOOCs

Katsenos Dionisios1 , Kakavas Panagiotis2 , Kakava Ismini3

(1. Open Hellenic University, Greece; 2. Guglielmo Marconi University, Greece; 3. University of Tor Vergata, Greece)

Abstract: Massive Open Online Courses (MOOCs) constitute a relatively new phenomenon in the domain of distance education. They are online courses that aim at massive participation, with an open access to knowledge. The aim of the current study is to examine the contribution of the MOOCs in the distance reeducation of Greek primary school teachers. The ones that participated in the study were teachers working in the primary education sector of Ilia’s regional unit who were given a questionnaire to collect the survey data. The results showed the dynamics that the MOOCs have in the field of the re-education of the teachers. The teacher-participants acknowledged many of their benefits such as the seizing of the geographical restrictions, the eradication of the time and the learning rhythm’s constraints, although at the same time, they pointed out also drawbacks such as the necessity of a knowledge in — and a handling of — the computer, the possibly low quality of the courses as well as the high percentage of dropping out of the participants.

Key words: distance learning, teacher training, Massive Open Online Course (MOOC)