Akademik Veri Yönetim Sistemi
2. İstanbul Eğitim Araştırmaları Kongresi, İstanbul, Türkiye, 10 - 11 Ocak 2026, ss.19, (Özet Bildiri)
MOOCs can scale teacher professional development (TPD), yet participation typically declines after enrollment and reflects heterogeneous goals. This applied learning-analytics study examined engagement profiles in a Technology-Enhanced Language Learning MOOC (TELL-MOOC) for English language teachers and teacher candidates. Supported by a TÜBİTAK postdoctoral fellowship, the course enrolled 857 registrants from 40+ countries. Canvas trace indicators were analyzed at course and module levels (unique learners, completions, and page visits); discussion traces included posts, word volume, and discussion visits. Of 857 registrants, 816 (95%) accessed at least one page and 41 were no-shows. Unique learners declined from 523 (Module 1) to 188 (Module 6), while completions declined from 197 to 136; 173 learners completed the course. Engagement intensity was high but uneven (107,272 total visits; M = 131.46), with strong right-skew suggesting concentrated activity among a minority of participants. Community participation was substantial (2,479 posts; 110,386 words; 12,362 discussion visits). Overall, trace patterns indicate multiple engagement profiles, including no-shows, selective auditors, active learners, and a smaller high-engagement subgroup. Findings suggest TPD-MOOCs should be designed and evaluated with profiles in mind by providing differentiated pathways, using early trace indicators for targeted support and low-friction re-entry, and leveraging discussion tasks as retention-support mechanisms.