This study investigates the learning experience of teachers who participated in HyperMOOC, a pedagogically structured Massive Open Online Course (MOOC) aimed at developing digital competences. Its primary objective was to examine participants’ perceptions regarding their satisfaction, engagement, and views on key instructional components, including course content, delivery, assessment, and support. A quantitative, descriptive, and comparative design was adopted. Data were collected from 529 participants, both in-service and pre-service teachers, who completed the course and responded to a structured post-course questionnaire. The questionnaire included items assessing participants’ perceptions of the course in terms of content, delivery, assessment, and support, as well as their levels of behavioral, cognitive, and emotional engagement, and their overall satisfaction. Descriptive analysis showed very high levels of satisfaction across all course aspects, with learning content and overall satisfaction receiving the highest ratings. Among the engagement types, emotional engagement was the most prominent, followed by behavioral and cognitive engagement. One-way ANOVA tests revealed statistically significant group differences. Primary education teachers reported higher levels of emotional engagement compared to their secondary education teachers. Moreover, teaching experience and employment status were associated with differences in how participants perceived course delivery, with pre-service teachers expressing different evaluations compared to in-service teachers. The findings suggest that such MOOCs can achieve high levels of satisfaction and engagement, especially when they incorporate emotionally supportive and well-structured content. Moreover, demographic differences should be considered in the instructional design process to better address the diverse needs of teacher-learners in online environments.

Keywords: MOOCs, Digital Competences, Course-related factors, Engagement, Satisfaction.