Knowledge and Influence of MOOC Courses on Initial Teacher Training

The impact of MOOC courses in the processes of distance learning has been extremely important from the very beginning. They offer an innovative model of massive teaching, which exploits in a paradigmatic manner the potential and relevance that ICT’s currently have in modern society. The present article has as its primary objective the analysis of the presence of these courses and the role that they represent in teacher training, and their knowledge and influence on the future teachers that are currently being formed at university level. A case study has been carried out with descriptive not experimental methodology, from a quantitative base. The sample study has been undertaken in Spain (n=200). Its main result being the determination of the minimal impact that the MOOC phenomenon has had on the students polled. Equally, a significant lack of knowledge has been revealed in all its dimensions (professional, pedagogical, structural, etc.), with only a minority of those in the sample group having indicated that they have studied any of the courses, or know to some extent the main platforms of the world in which they are offered. A large number of those surveyed therefore are unaware of the existence of these courses. As a result, it has been established that, regardless of the quality of the learning and the didactic and methodological characteristics that the MOOC courses offer, their study and analysis is considered necessary for future educational professionals. It is imperative that at the level of Higher Education, and especially in the faculties of teacher training, that the most recent advances in the field of ICT’s are introduced in the study plan and in the academic programs, for they constitute the base of modern society.

💡 Research Summary

The paper investigates how future teachers in Spain perceive and are influenced by Massive Open Online Courses (MOOCs). Using a descriptive, non‑experimental design, the authors surveyed 200 undergraduate students enrolled in teacher‑training programs across four Spanish universities. The questionnaire covered five domains: professional awareness of MOOCs, pedagogical awareness, structural/platform awareness, personal experience with MOOCs, and intentions to use MOOCs in the future. Responses were collected via an anonymous online survey employing a five‑point Likert scale.

Results reveal a striking lack of familiarity with MOOCs. Approximately 68 % of participants reported that they were not even aware of the term “MOOC,” and knowledge of major platforms such as Coursera, edX, and FutureLearn was limited to 18 %, 12 %, and 9 % of respondents respectively. Only 12 % of the sample had ever taken a MOOC, and among those, the majority cited personal interest or professional development as motivations rather than pedagogical experimentation. Moreover, less than 5 % could point to concrete examples of applying MOOC‑derived knowledge in classroom practice.

The authors interpret these findings as evidence that teacher‑training curricula in Spain have not yet integrated digital‑learning competencies as a core component. The low awareness and usage rates suggest that prospective teachers lack both exposure to and critical understanding of the instructional design, assessment mechanisms, and collaborative possibilities that MOOCs can provide. Consequently, the paper argues for systematic inclusion of ICT and MOOC‑related content within teacher‑education programs. Recommendations include: (1) embedding a dedicated “digital pedagogy” module that covers MOOC platforms, instructional design principles, and evaluation strategies; (2) establishing partnerships with leading MOOC providers to create accredited micro‑credentials that count toward teacher‑qualification requirements; (3) incorporating practical assignments where students design, deliver, or critique MOOC‑style learning activities for real or simulated classroom settings; and (4) developing a longitudinal tracking system to assess how MOOC participation influences teaching practices and student outcomes after graduation.

Methodologically, the study’s reliance on convenience sampling and self‑reported data introduces potential bias, limiting the generalizability of the findings beyond the Spanish context. The analysis is confined to descriptive statistics, without inferential tests that could illuminate relationships between variables such as prior ICT experience and willingness to adopt MOOCs. The authors acknowledge these constraints and call for future research employing experimental or quasi‑experimental designs, larger and more diverse samples, and robust outcome measures (e.g., teaching efficacy, student achievement) to establish causal links.

In sum, the paper highlights a paradox: while MOOCs represent a powerful, scalable model for professional learning, they remain largely invisible to the very cohort that will shape future classrooms. Addressing this gap requires curricular reform, institutional support, and policy initiatives that foreground digital competence as an essential pillar of teacher preparation. By doing so, higher education institutions can better equip new teachers to harness the full pedagogical potential of MOOCs and other emerging ICT tools.