Teacher development in Massive Open Online Courses - Evaluating reflective practice in a sustainability MOOC
Paper i proceeding, 2017

Massive Open Online Courses (MOOCs) appear particularly relevant in education for sustainability. Teachers need to critically reflect on their teaching to develop as teachers and improve student learning, but the MOOC related literature has paid little attention to teacher development. In this paper, we apply and evaluate a framework for teacher development – Brookfield's critically reflective practitioner – in a MOOC context. We present a case study of two teachers who developed and delivered the Sustainability in Everyday Life MOOC. We analyse how they used Brookfield’s four reflective lenses: the autobiographical lens, the student lens, the peer lens, and the scholarship lens. While all four lenses contributed to the reflection process, they were insufficient in a MOOC context. Additional and important reflective lenses include the perspectives of the organisational leadership, the public and media as well as learning analytics. We discuss the implications of those additional lenses in the MOOC context, but they could be relevant for modern higher education in general.

reflective lenses

critically reflective practitioner


teacher development


Massive open online course (MOOC)


Christian Stöhr

Chalmers, Tillämpad informationsteknologi, Avdelningen för ingenjörsutbildningsvetenskap (EER)

Anna Nyström Claesson

Chalmers, Energi och miljö, Miljösystemanalys

Mathias Janssen

Chalmers, Energi och miljö, Miljösystemanalys

Tom Adawi

Chalmers, Tillämpad informationsteknologi, Avdelningen för ingenjörsutbildningsvetenskap (EER)

Proceedings of the 45th SEFI Annual Conference 2017

Vol. 45 755-762
978-989-98875-7-2 (ISBN)

Carbon Based Smart Systems for Wireless Applications (NANO RF)

Europeiska kommissionen (FP7), 2012-09-01 -- 2015-08-31.


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