MOOCs as Catalysts: Exploring Attitude of Prospective Teachers towards MOOCs for Digital Pedagogical Readiness

MOOCs, prospective teachers, professional development, attitude

This study investigates prospective teachers’ attitudes toward Massive Open Online Courses and role of (MOOCs) as an agent of change for their digital pedagogical readiness. Data collected from mixed-methods approach (N=100) quantitative findings from structured Likert scale surveys highlights highly favorable  attitude towards perceived usefulness  (M = 5.00, α = 0.82) With the use of ease and peer collaboration, they maintain a positive attitude as regards of curriculum alignment and institutional integration dimensions, concerns and aspirations still persist. Qualitative insight through semi-structured interview indicates that individuals well-versed in digital pedagogy readiness and instructional designs were found to have a more positive attitude compared to underprivileged individuals. This study underscores MOOCs could serve as a valuable tool for digital pedagogical readiness of  prospective teachers, enabling them to make further progress toward achieving their goals for successful integration of technology into teaching-learning process and devise strategies for areas where challenges persist.