BETWEEN CLICKS AND CONTENT: INDONESIAN ENGLISH TEACHERS' CHALLENGES AND DIGITAL READINESS IN A MOOC-BASED PROFESSIONAL DEVELOPMENT PROGRAMME

Abstract

This study examines Indonesian English teachers’ experiences in a nationally endorsed MOOC-based professional development programme that integrates synchronous and asynchronous learning via a Learning Management System (LMS). Using a mixed-method design (N=35 survey respondents; four in-depth interviews), the study identifies technical, pedagogical, and affective barriers to LMS adoption, including login and navigation problems, curricular misalignment, and variable digital self-efficacy. Despite these challenges, most participants reported improved English competence and interest in further digital professional development. The findings inform recommendations for LMS usability improvements, offline access option, curriculum misalignment, and tiered digital literacy support. Additionally, emotional comfort, such as the level of confidence and peer integration, should also be considered. However, nearly all participants reported improvements in their English and high interest in further implementation. The article’s findings can be instrumental in guiding the development of more user-friendly LMS designs, offline level adaptation, curricular relevancy, and support mechanisms attuned to the most heterogeneous levels of educators’ digital competence. They also broaden the current knowledge of teachers’ perceptions and readiness for digital-scale professional development and carry numerous practical implications for more inclusive and context-oriented MOOCs.