Experiences of Timorese language teachers in a blended Massive Open Online Course (MOOC) for Continuing Professional Development (CPD)

Monty King, Bernadete Luan, Esperança Lopes


This paper details the experiences of a group of Timorese English language teachers from Lorosa’e English Language Institute (LELI) in Dili, Timor-Leste, who participated in a professional development MOOC entitled Teaching for Success: Lessons and Teaching between March and April 2017. Drawing on the pedagogical principles of blended learning; participants engaged with online course content, and once a week met as a study group to view some video content together and discuss issues arising from it. The authors draw on participant observation, individual and focus group interviews and post-course author reflections to outline the benefits and challenges of doing blended MOOCs in Dili, and propose that they can provide local English language teachers opportunities for subject area knowledge building, language literacy development and more general lifelong learning.


Online learning; MOOC; global South; developing countries; Continuing Professional Development; teacher training; Timor-Leste

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DOI: http://dx.doi.org/10.5944/openpraxis.10.3.840


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