Assessment as Learning: Use of Reflection Videos in the Massive Open Online Course to Enhance Learning and Digital Identity Among Pre- and In-Service Teachers in Norway

Abstract

This study examines teachers’ experiences of their engagement with the reflection videos in the Pedagogical Information and Communication Technology (ICTPED) Massive Open Online Course (MOOC) aimed to develop Norwegian teachers’ professional digital competence. The study also considers how teachers’ engagement with reflection videos might have enhanced their digital identity. Analyses of teachers’ experiences draw on the cultural-historical perspective and, in particular, Galperin’s conceptual contribution. Mixed methods were used to analyse the data by providing evidence about the teachers’ engagement with the reflection videos in 2016-2020. Findings reveal that the teachers’ engagement with the reflection videos contributed to the development of their conceptual understanding and their agentic capacity to learn online. In doing so, their digital agency might have been enhanced.