Doctoral Candidate Brochure: Roy Greenlee
Doctoral Dissertation Defense
of
Roy Greenlee
For the degree of
Doctor of Education
Interprofessional Leadership
Impact of Mooc-Based Professional Development on Public School Teachers' Attitudes Towards Mandatory Professional Development Training
March 17, 2026
1:00 p.m.
Microsoft Teams
Meeting ID: 297 025 624 389 54
Passcode: nt75sT7A
Impact of MOOC-Based Professional Development on Public School Teachers’ Attitudes Toward Mandatory Professional Development Training
This explanatory sequential mixed methods study examined the impact of MOOC-based professional development (PD) on public school teachers’ attitudes toward mandatory professional development within a rural Midwestern school district. The study investigated whether participation in MOOC-based PD influenced teachers’ perceptions of relevance across subscales: Individual, Societal, and Vocational. It explored how teachers described their experiences compared to traditional PD that is provided by the district.
Quantitative survey results indicated statistically significant increases across all three relevance subscales, with moderate effect sizes. Findings suggest that participation in MOOC-based PD was associated with improved perceptions of personal interest, professional applicability, and broader educational value. Qualitative data from reflective journaling and focus group interviews provided context for these results. Autonomy, flexibility, and future classroom applicability were identified as positive aspects of MOOC-based PD. Participants also noted challenges related to platform usability, limited content specificity, and the self-directed nature of online learning.
Overall, findings suggest that incorporating structured MOOC-based options into district PD models may enhance teachers’ perceptions of mandatory training. While limited to a single district context, the study offers practical considerations for designing more personalized, flexible professional learning systems in K–12 settings.
About the Candidate
Roy Greenlee
M.Ed., Master of Education
Kent State University, 2021
B.A., International Studies and Spanish
Wright State University, 2013
Roy Greenlee is an Instructional Coach at London City Schools, where he supports teachers in improving instructional practices and implementing professional development initiatives. He previously taught Spanish in the district. His work focuses on integrating technology and project-based learning (PBL) into classrooms to enhance student learning. He also serves as the district’s MTSS Coordinator, NHS Advisor, and Varsity Boys Tennis Coach.
His research examines how MOOC-based professional development influences public school teachers’ perceptions of the relevance of mandatory professional development. He is also interested in how online learning models can reshape the design and delivery of PD in K–12 education.
Roy holds a Master of Education from Kent State University and a Bachelor of Arts in International Studies and Spanish from Wright State University.
Doctoral Dissertation Committee
Director
Elena Novak, Ph.D.
Professor
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Members
Jiahui Wang, Ph.D.
Associate Professor and Program Coordinator, Educational Technology
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Scott Courtney, Ph.D.
Associate Professor and School Director
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Mendy Cenker, Ph.D.
Outreach Program Director, Professional Development and Outreach
School of Teaching, Learning and Curriculum Studies
College of Education, Health and Human Services
Graduate Faculty Representative
Jennifer Roche, Ph.D.
Professor, Speech Pathology and Audiology
School of Health Sciences
College of Education, Health and Human Services