Online Supervision for Early Childhood Education in the Digital Era through MOOC Platforms

Abstract

Background and Aims: MOOCs serve as crucial tools for promoting lifelong learning and enhancing access to knowledge anytime, anywhere. Educational supervision through online platforms increases efficiency and facilitates access to professional development resources. This study is grounded in the integration of three key concepts: online educational supervision, MOOC-based learning, and changing circumstances in early childhood education to develop and address issues appropriately for 21st-century teaching. This research evolved from a needs assessment survey on supervision to address changing circumstances for early childhood teachers, leading to the development of MOOC-format online supervision. Importantly, no prior research has applied MOOCs to early childhood teacher supervision. The objective is to evaluate the effectiveness of MOOC systems in developing learning experience management skills among early childhood teachers through MOOC-based learning in classroom contexts, from online supervision of early childhood education management to responding to changing circumstances.

Methodology: This study constitutes basic research with a population of 379 early childhood teachers in schools under the Nakhon Ratchasima Primary Educational Service Area Office 5, and a sample group of 10 early childhood teachers selected through purposive sampling based on their developmental needs, interest in online supervision formats, and willingness to pilot the learning platform. The research instruments included MOOC-format lessons comprising 3 modules with 5 sub-topics, a satisfaction assessment form, and semi-structured interviews. Data analysis employed frequency distributions, means, standard deviations, and content analysis.

Results: The study findings demonstrate that the sample group achieved an average learning duration that aligned with the established criteria. All participants completed all three modules and reported the highest satisfaction with the MOOC-based learning format, indicating the effectiveness of this approach in integrating with real classroom teaching environments. Data analysis indicates that the MOOC system has the potential to eliminate time and spatial constraints in teacher professional development. This addresses the need for early childhood teacher development that corresponds to the digital context and societal transformation. However, the study suggests developmental directions for enhancing system accessibility, including improvements that support use across both computer systems and mobile devices to strengthen learning effectiveness sustainably.

Conclusion: The study attests to the efficacy and popularity of MOOC-based learning in preparing early childhood educators. It emphasizes how the system can adapt to societal and digital demands while overcoming time and space constraints. Device accessibility should be continuously improved to ensure sustained learning outcomes.