Analysing MOOCs in terms of their potential for teacher collaboration: The French experience

The main aim of this paper is to analyse the experience of a MOOC for mathematics teacher training implemented in France, in parallel with a similar experience in Italy(1). The study focuses on teacher collaboration within such an online learning environment, in terms of co-working and co-learning. The Italian and the French teams outlined a common starting point for the research and some common research concerns. Each team then reformulated the research questions and sought to answer them through specific theoretical lenses. In the case of the French MOOC eFAN Maths, we study the trainees' collaborative design of a pedagogical resource, by focusing on the efficiency of an evaluation grid designed by trainers to be used within a global process of peer evaluation. A comparison with the results of the Italian experience is shown in the conclusion.