Palabras clave

Conectivismo, teorías del aprendizaje, elearning, MOOC, cMOOC, xMOOC, aprendizaje autorregulado, EAD

Resumen

Este trabajo reflexiona sobre los MOOC como entornos de aprendizaje. El número de cursos masivos abiertos y en línea (MOOC) ha crecido exponencialmente en pocos años desde que fueron introducidos. Los MOOC son considerados una nueva forma de entornos virtuales de aprendizaje potenciados por la tecnología. Se consideran dos tipos de MOOC: unos los organizados por Siemens y Downes (cMOOC) y otros los desarrollados en lugares como Stanford, con muchos estudiantes y loables objetivos (xMOOC); estos tienen también sus debilidades. Aunque han sido recibidos con altas expectativas, también han encontrado una fuerte oposición que está aumentando con el tiempo, lo que nos permite estudiar este fenómeno en profundidad. Aunque todavía hay pocas investigaciones empíricas sobre los efectos de los MOOC en el aprendizaje, este estudio trata de arrojar luz sobre el tema desde un punto de vista teórico. En primer lugar exploraremos las expectativas positivas y negativas generadas. Los MOOC pueden constituir una buena propuesta a gran escala, lo que solo es posible para unas pocas grandes instituciones. No hay estudio de mercado, ni modelo de negocio, ni investigaciones empíricas que permitan confirmar los anuncios de sus efectos positivos. Revisaremos las teorías del aprendizaje recientes y clásicas respecto a su capacidad para explicar el proceso de aprendizaje y compararemos los cursos en línea tradicionales, los xMOOC y los cMOOC en relación a su potencial para apoyar el aprendizaje y su auto-regulación.

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Ficha técnica

Recibido: 29-04-2014

Revisado: 13-06-2014

Aceptado: 21-06-2014

OnlineFirst: 15-11-2014

Fecha publicación: 01-01-2015

Tiempo de revisión del artículo : 45 (en días) | Media de tiempo de revisión de los manuscritos del número 44: 37 (en días)

Tiempo de aceptación del artículo: 53 (en días) | Media tiempo aceptación de los manuscritos del número 44: 69 (en días)

Tiempo de edición OnlineFirst: 202 (en días) | Media tiempo edición de los OnlineFirst del número 44: 197 (en días)

Tiempo de publicacicón final del artículo: 247 (en días) | Media tiempo de publicación final de los articulos del número 44: 242 (en días)

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Amaro, R., & Baxto, W. (2017). sMOOC: estudo de caso do Projeto ECO–“E-learning, Communication and Open Data”. Revista Brasileira de Aprendizagem Aberta e a Distância, 16.

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Fueyo, A., & Hevia, I. Communities of Inquiry. The 2018 OpenupEd Trend Report on MOOCs, 27.

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Bartolomé-Pina, A., & Steffens, K. (2015). Are MOOCs promising learning environments?. [¿Son los MOOC una alternativa de aprendizaje?]. Comunicar, 44, 91-99. https://doi.org/10.3916/C44-2015-10

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