Keywords
Connectivism, learning theories, elearning, MOOC, cMOOC, xMOOC, SRL, ODL
Abstract
This article reflect upon MOOCs as technology enhanced learning environments. The increase in numbers of Massive Open Online Courses (MOOCs) has been dramatic in recent years. MOOCs may be considered to be a new form of virtual technology enhanced learning environments. Two types of MOOCs may be distinguished: cMOOCs as proposed by Siemens, based on his ideas of connectivism, and xMOOCs developed in institutions such as Stanford and MIT. Although they have received a great deal of attention, they have also met with criticism. The time has therefore come to critically reflect upon this phenomenon. While there is still relatively little empirical research on the effects of MOOCs on learning, this study tries to shed light on the issue from a theoretical point of view. It will first explore positive and negative expectations regarding MOOCs. MOOCs might constitute a good option if they can be delivered on a large scale, and this will only be possible for a few big institutions. There is no empirical research which would uphold the claims concerning their positive effects. It will then review classical and more recent learning theories with respect to their capability to explain the process of learning in order to compare traditional online courses, xMOOC and cMOOC with respect to their potential to support learning and its self-regulation.
References
Adell, J. (2013). Los MOOC, en la cresta de la ola. Edu&tec. (http://goo.gl/tjPFse) (19-03-2013).
Alcorn, B., Christensen, G. & Emanuel, E.J. (2014). Who Takes MOOC? New Republic. (http://goo.gl/TqYtnE) (04-01-2014).
Armstrong, L. (2014). 2013- the Year of Ups and Downs for the MOOC. Changing Higher Education. (http://goo.gl/SqwGWn).
Link DOI | Link Google Scholar
Bartolomé, A. & Steffens, K. (2006). Self-regulated Learning in Technology Enhanced Learning Environments. VIII Congreso Iberoamericano de Informática Educativa. Costa Rica: San Jose (13-05-2006).
Bartolomé, A. (2013). Qué se puede esperar de los MOOC. Comunicación y Pedagogía, 269-270, 49-56. (http://goo.gl/VhG7zs).
Beckstrand, S., Barker, P. y Van-Schaik, P. (2001). Towards more independent learning: A Southern Nevada perspective. En ED-MEDIA 2001 World Conference on Educational Multimadia, hypermedia & Telecommunications proceedings, pp. 106-110.
Link DOI | Link Google Scholar
Boekaerts, M., Pintrich, P. & Zeidner, M. (2000). (Eds.). Handbook of Self-regulation. New York: Academic Press.
Caine, R. & Caine, G. (1991). Making Connections: Teaching and the Human Brain. Alexandria, VA: ASCD.
Cupaiuolo, C. (2012). The History and Future of MOOC and the New Open Education Week. Spotlight on. (http://goo.gl/3pg8F8) (03-07-2012).
Damasio, A. (1994). Descartes' Error: Emotion, Reason, and the Human Brain. London: Putnam.
Damasio, A. (2003). Looking for Spinoza: Joy, Sorrow, and the Feeling Brain. New. York: Harcourt.
Driscoll, M. (2000). Psychology of Learning for Instruction. Needham Heights, MA: Allyn & Bacon.
Duke, B., Harper, G. & Johnston, M. (2013). Connectivism as a Digital Age Learning Theory? The International HETL Review, Special Issue, 4-13.
EHEA Ministerial Conference (2012). Making the Most of our Potential: Consolidating the European Higher Education Area. Bucharest Communiqué. Bucharest. (http://goo.gl/GgLKXs).
European Comission (2014). European MOOC Scoreboard. Open Education Europa. (http://goo.gl/ut4XDZ).
European Council (2006). Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. (http://goo.gl/RkSTwf).
Link DOI | Link Google Scholar
Gibbons, A.S., Nelson, J. & Richards, R. (2000). The Nature and Origin of Instructional Objects. In D.A. Wiley (Ed.), The Instructional Use of Learning Objects: Online Version. (http://goo.gl/NoOlvF).
Link DOI | Link Google Scholar
Goral, T. (2013). SPOC May Provide what MOOC can’t. University Business, July 2013. (http://goo.gl/gsbQMo).
Link DOI | Link Google Scholar
Hodgins, W. (2002). The Future of Learning Objects. (http://goo.gl/LD3WFD) (20-05-2014).
Illich, I.(1972). Deschooling Society. London: Marion Boyars.
Karsenti, T. (2013). The MOOC. What the Research Says. International Journal of Technologies in Higher Education, 10(2), 23-37. (www.ritpu.org/IMG/pdf/RITPU_v10_n02_23.pdf) (20-05-2014).
Kolowich, S. (2012). Elite Universities' Online Play. Inside Higher Education. (http://goo.gl/f8mwuS) (18-04-2012).
Lane, L. (2012). Three Kinds of MOOC. Lisa’s (online) Teaching & History Blog. (http://goo.gl/ThZXHh) (15-08-2012).
Link DOI | Link Google Scholar
Lugton, M. (2012). What is a MOOC? What Are the Different Types of MOOC? xMOOC and cMOOC. Reflections. (http://goo.gl/9Szd6o) (23/8/2012).
MIT News Office (2011). MIT Launches Online Learning Initiative. MIT News. (http://goo.gl/VLEH6J) (19-12-2011).
Oremus, W. (2013). Forget MOOC. Slate. (http://goo.gl/l55Bgz) (18-09-2013).
Piaget, J. (1947). La psychologie de l'intelligence. Paris: Colin.
Link DOI | Link Google Scholar
Quinn, C. (2012). MOOC Reflections. Learnlets. (http://goo.gl/anKfrw) (29-02-2012).
Sangrà, A. (2013). ¿Prefieres un MOOC o un SPOC? El País, 28/10/2013 (http://goo.gl/Q54igr).
Siemens, G. (2005). Connectivism. A Learning Theory for the Digital Age. ElearnSpace. (http://goo.gl/1yV7WT) (12-12-212).
Siemens, G. (2006). Knowing Knowledge (http://goo.gl/3s2m8d).
Siemens, G. (2012a). MOOC for the Win! ElearnSpace. (http://goo.gl/7kJftu) (05-03-2012).
Siemens, G. (2012b). What is the Theory that Underpins our MOOC? ElearnSpace. (http://goo.gl/NV72pe) (03-06-2012).
Skinner, B.F. (1957). Verbal Behaviour. Acton, MA: Copley Publishing Group.
Link DOI | Link Google Scholar
Skinner, B.F. (1958). Teaching Machines. Science, 128, 969-977.
Link DOI | Link Google Scholar
Link DOI | Link Google Scholar
Udacity (2012). Udacity in Partnership with Pearson VUE Announces Testing Centers. Udacity Blog, 1/6/2012 (http://goo.gl/EGLz11).
Verhagen, P. (2006). Connectivism: A New Learning Theory. (http://goo.gl/upLrdx).
Watson, J.B. (1913). Psychology as a Behaviourist Sees it. Psychological Review, 20, 158-177.
Link DOI | Link Google Scholar
Watters, A. (2012a). Stanford AI Professor Thrun Leaves University to Start Udacity, An Online Learning Startup. Hack Education. (http://goo.gl/rbj3NM) (23-01-2012.
Watters, A. (2012b). MITx + Harvard = edX. Hack Education. (http://goo.gl/8WuPQ3) (02-05-2012).
Link DOI | Link Google Scholar
Fundref
This work has no financial support
Crossmark
Technical information
Received: 29-04-2014
Revised: 13-06-2014
Accepted: 21-06-2014
OnlineFirst: 15-11-2014
Publication date: 01-01-2015
Article revision time: 45 days | Average time revision issue 44: 37 days
Article acceptance time: 53 days | Average time of acceptance issue 44: 68 days
Preprint editing time: 202 days | Average editing time preprint issue 44: 197 days
Article editing time: 247 days | Average editing time issue 44: 242 days
Metrics
Metrics of this article
Views: 71381
Abstract readings: 57926
PDF downloads: 13455
Full metrics of Comunicar 44
Views: 953632
Abstract readings: 732285
PDF downloads: 221347
Cited by
Cites in Web of Science
Santos, Ana Moura; Viana, Joana. FROM DESIGN TO PRODUCTION: FIRST COURSE EXPERIENCES WITHIN MOOC TECNICO ICERI Proceedings, 2016.
https://doi.org/10.21125/iceri.2016.1032
Aguaded Gomez, Ignacio; Vazquez-Cano, Esteban; Lopez-Meneses, Eloy. THE BIBLIOMETRIC IMPACT OF MOOC MOVEMENT IN THE SPANISH SCIENTIFIC COMMUNITY EDUCACION XX1, 2016.
https://doi.org/10.5944/educXX1.13217
Ospina-Delgado, Julieth E.; Zorio-Grima, Ana; Garcia-Benau, Maria A.. Massive open online courses in higher education: A data analysis of the MOOC supply INTANGIBLE CAPITAL, 2016.
https://doi.org/10.3926/ic.798
Fidalgo-Blanco, Angel; Luisa Sein-Echaluce, Maria; Jose Garcia-Penalvo, Francisco. From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION, 2016.
https://doi.org/10.1186/s41239-016-0024-z
Manero-Contreras, Julia. Case Study of sMOOC and its Pedagogy in the online context REVISTA MEDITERRANEA COMUNICACION-JOURNAL OF COMMUNICATION, 2016.
https://doi.org/10.14198/MEDCOM2016.7.2.3
Milligan, Colin; Littlejohn, Allison. How health professionals regulate their learning in massive open online courses INTERNET AND HIGHER EDUCATION, 2016.
https://doi.org/10.1016/j.iheduc.2016.07.005
Gertrudix Barrio, Manuel; Rajas Fernandez, Mario; Alvarez Garcia, Sergio. Production methodology for the development of audiovisual and multimedia content for MOOC RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA, 2017.
https://doi.org/10.5944/ried.20.1.16691
Aguado Franco, Juan Carlos. Can MOOCs promote learning by reducing university dropout rates? RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA, 2017.
https://doi.org/10.5944/ried.20.1.16684
Lemos-de-Carvalho-Junior, Giovani; Raposo-Rivas, Manuela; Cebrian-de-la-Serna, Manuel; Sarmiento-Campos, Jose A.. Analysis of the pedagogical perspective of the MOOCs available in Portuguese REVISTA ESPANOLA DE PEDAGOGIA, 2017.
https://doi.org/10.22550/REP75-1-2017-06
Rosendale, Joseph A.. Gauging the value of MOOCs An examination of American employers' perceptions toward higher education change HIGHER EDUCATION SKILLS AND WORK-BASED LEARNING, 2017.
https://doi.org/10.1108/HESWBL-09-2016-0065
Rodriguez, Nancy; Llerena, Lucrecia; Moreno-Llorena, Jaime; Castro, John W.. MOOC MODEL ACCEPTANCE IN DEVELOPING COUNTRIES: A CASE STUDY INTED Proceedings, 2017.
Wu, Bing; Chen, Xiaohui. Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model COMPUTERS IN HUMAN BEHAVIOR, 2017.
https://doi.org/10.1016/j.chb.2016.10.028
Cabrera, Nati; Fernandez-Ferrer, Maite. Examining MOOCs: A Comparative Study among Educational Technology Experts in Traditional and Open Universities INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING, 2017.
Fueyo Gutierrez, Aquilina; Hevia Artime, Isabel. Network Learning through Communities of Inquiry on massive online learning environments DIGITAL EDUCATION REVIEW, 2017.
Fernandez-Ferrer, Maite. Democratizing education worldwide: fiction or reality? The role of Massive Open Online Courses PROFESORADO-REVISTA DE CURRICULUM Y FORMACION DE PROFESORADO, 2017.
Despujol, Ignacio; Castaneda, Linda; Turro, Carlos. DEVELOPING A MOOC INITIATIVE: LESSONS LEARNT FROM THE UNIVERSITAT POLITECNICA DE VALENCIA EXPERIENCE TURKISH ONLINE JOURNAL OF DISTANCE EDUCATION, 2018.
Lopez de la Serna, Arantzazu; Castano Garrido, Carlos; Herrero Fernandez, David. INTEGRATION OF SPOC COURSES IN THE SUBJECTS OF DEGREE. A PRACTICAL EXPERIENCE PIXEL-BIT- REVISTA DE MEDIOS Y EDUCACION, 2018.
https://doi.org/10.12795/pixelbit.2018
Vazquez-Cano, Esteban; Lopez Meneses, Eloy; Martin Padilla, Antonio Hilario. The new virtual and continuing learning environments (MOOC). A diachronic study of the students of the Universidad Pablo de Olavide (2015-2017) EDMETIC, 2018.
https://doi.org/10.21071/edmetic.v7i1.10080
Yang, Genfu. Understanding Continuous Use Intention of MOOCs -A Perspective from Subjective Task Value Advances in Social Science Education and Humanities Research, 2018.
Esteban-Escano, Javier; Fidalgo-Blanco, Angel; Luisa Sein-Echaluce, Maria; Jose Garcia-Penalvo, Francisco. Influence of the didactical design in the perception of knowledge management in MOOCs SIXTH INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS FOR ENHANCING MULTICULTURALITY (TEEM'18), 2018.
https://doi.org/10.1145/3284179.3284301
Lorenzo-Lledo, Alejandro; Roig-Vila, Rosabel; Lorenzo, Gonzalo. The Evaluation of MOOCS by University Students from a Methodological Perspective REVISTA PUBLICACIONES, 2018.
https://doi.org/10.30827/publicaciones.v48i2.8367
Casal Otero, Lorena; Garcia Antelo, Beatriz. EDUCATIONAL INNOVATION IN MOOC AND SUPPORT OF ICT TO TEACHING AT THE UNIVERSITY OF SANTIAGO DE COMPOSTELA: ANALYSIS OF AN EXPERIENCE INNOVACION EDUCATIVA, 2018.
https://doi.org/10.15304/ie.28.5427
Zawacki-Richter, Olaf; Bozkurt, Aras; Alturki, Uthman; Aldraiweesh, Ahmed. What Research Says About MOOCs - An Explorative Content Analysis INTERNATIONAL REVIEW OF RESEARCH IN OPEN AND DISTRIBUTED LEARNING, 2018.
Tsai, Ya-hsun; Lin, Chien-hung; Hong, Jon-chao; Tai, Kai-hsin. The effects of metacognition on online learning interest and continuance to learn with MOOCs COMPUTERS & EDUCATION, 2018.
https://doi.org/10.1016/j.compedu.2018.02.011
Mejon, Ana; Utray, Francisco; Rodriguez-Mateos, David. Opinions and proposals from Film, TV and Media students about SPOCs RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA, 2018.
https://doi.org/10.5944/ried.21.2.19363
Hevia Artime, Isabel; Fueyo Gutierrez, Aquilina; . Situated Learning in the design of virtual learning environments: an experience of peer learning in a community of practice AULA ABIERTA, 2018.
https://doi.org/10.17811/rifie.47.3.2018.347-354
Acosta Veliz, Marjorie Marcela; Villacis Aveiga, Washington Homero; Salas Narvaez, Luci Cristina. STRATEGIC MARKETING ADMINISTRATION TO ENHANCE THE USE OF MASSIVE AND OPEN LINE COURSES IN ECUADOR REVISTA UNIVERSIDAD Y SOCIEDAD, 2018.
Acosta Veliz, Marjorie; Jimenez Cercado, Marjorie. Analysis academic offering of the main mooc platforms (massive open online course) and its importance in the 21st century VIVAT ACADEMIA, 2018.
https://doi.org/10.15178/va.2018.145.97-111
Manotas Salcedo, Edna; Perez-Rodriguez, Amor; Contreras-Pulido, Paloma; . Proposal for design an instrument for video lectures analysis in MOOC ALTERIDAD-REVISTA DE EDUCACION, 2019.
Borrego, Angel. The impact of MOOCs on library and information science education EDUCATION FOR INFORMATION, 2019.
https://doi.org/10.3233/EFI-190269
Fernandez-Ferrer, M.. A critical review of MOOC: clues for their future in the framework of online learning REDU-REVISTA DE DOCENCIA UNIVERSITARIA, 2019.
https://doi.org/10.4995/redu.2019.11275
Macias Garcia, Manuel E.; Rincon Flores, Elvira G.; Ashmawy, AK; Schreiter, S; . MOOC Lab, a Massive Online Laboratory with Real Time Access PROCEEDINGS OF 2019 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON), 2019.
Escudero-Nahon, Alexandro; Nunez Urbina, Alicia Angelica. Theoretical foundations for the transformation of "Massive Open Online Courses" towards "Customizable Open Online Courses" (CzOOC) EDMETIC, 2019.
https://doi.org/10.21071/edmetic.v8i2.10988
Mena, J.; Rincon Flores, E. G.; Ramirez-Velarde, R.; Ramirez-Montoya, M. S.. The Use of Gamification as a Teaching Methodology in a MOOC About the Strategic Energy Reform in Mexico Advances in Intelligent Systems and Computing, 2019.
https://doi.org/10.1007/978-3-319-98872-6_4
Lopez-Cantos, Francisco. From rigor to emotional rhetoric. Communication and educational TEDTalk discourse for the classroom COMUNICACION Y HOMBRE, 2019.
Banoy Suarez; Wilder;. Pedagogical Use of Information and Communication Technologies (ICTs) and Their Influence on the Significant Learning of Technical High School Students in Zipaquira, Colombia ACADEMIA Y VIRTUALIDAD , 2019.
https://doi.org/10.18359/ravi.4007
De Rosa, Andrea; Pistolese, Mario; IEEE;. Evolution, Education and Massive Open Online Courses: A Multiverse Proposal [PROCEEDINGS OF 2019 IEEE LEARNING WITH MOOCS (IEEE LWMOOCS VI 2019), ENHANCING WORKFORCE DIVERSITY AND INCLUSION] , 2019.
Monserrat Santillan-Rosas, Irais; Heredia-Escorza, Yolanda; Gonzalez, MAC;. Learning Strategies and Digital Interventions: An Analysis in the context of Education for Sustainable Development TEEM'19: SEVENTH INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS FOR ENHANCING MULTICULTURALITY , 2019.
https://doi.org/10.1145/3362789.3362870
Rincon-Flores, Elvira G.; Ramirez Montoya, Maria Soledad; Mena, Juanjo;. Engaging MOOC through gamification: Systematic mapping review TEEM'19: SEVENTH INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS FOR ENHANCING MULTICULTURALITY , 2019.
https://doi.org/10.1145/3362789.3362831
Santillan-Rosas, Irais; Yusta-Garcia, Raul; Heredia-Escorza, Yolanda;. Experiential Teaching for Sustainable Development TEEM'19: SEVENTH INTERNATIONAL CONFERENCE ON TECHNOLOGICAL ECOSYSTEMS FOR ENHANCING MULTICULTURALITY , 2019.
https://doi.org/10.1145/3362789.3362883
Tao, Da; Fu, Pei; Wang, Yunhui; Zhang, Tingru; Qu, Xingda. Key characteristics in designing massive open online courses (MOOCs) for user acceptance: an application of the extended technology acceptance model INTERACTIVE LEARNING ENVIRONMENTS, 2019.
https://doi.org/10.1080/10494820.2019.1695214
Escudero-Nahon, Alexandro; Nunez-Urbina, Alicia A.;. Critical analysis of the term EDMETIC , 2020.
https://doi.org/10.21071/edmetic.v9i1.12252
Engeness, Irina; Nohr, Magnus; Singh, Ammar Bahadur;. Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway POLICY FUTURES IN EDUCATION , 2020.
https://doi.org/10.1177/1478210319895189
Noreen; Sidra;. Implementation of Learning Management System: A Way Ahead on the Digital Journey in Distance Learning OPEN PRAXIS , 2020.
https://doi.org/10.5944/openpraxis.12.3.1086
Gomez-Galan, Jose; Lizaro-Perez, Cristina; Angel Martinez-Lopez, Jose; Lopez-Meneses, Eloy; . Measurement of the MOOC Phenomenon by Pre-Service Teachers: A Descriptive Case Study High. Educ. Stud., 2020.
https://doi.org/10.3390/educsci10090215
Gupta; Kriti Priya;. Investigating the adoption of MOOCs in a developing country Application of technology-user-environment framework and self-determination theory INTERACTIVE TECHNOLOGY AND SMART EDUCATION , 2020.
https://doi.org/10.1108/ITSE-06-2019-0033
Rincon-Flores, Elvira G.; Ramirez-Montoya, Maria-Soledad; Mena, Juanjo. PROBLEM-BASED GAMIFICATION ON SUSTAINABLE ENERGY'S MOOCS ICERI Proceedings, 2016.
Brazuelo Grund, Francisco; Cacheiro Gonzalez, Maria Luz. Study of Adaptability of MOOC Platforms to Mobile Devices RED-REVISTA DE EDUCACION A DISTANCIA, 2015.
https://doi.org/10.6018/red/47/1
Alvarez, D.; Moreno, D.; Orduna, P.; Pascual, V.; San Vicente, F. J.. Maths: from distance to e-learning INTERNATIONAL JOURNAL OF INTERACTIVE MULTIMEDIA AND ARTIFICIAL INTELLIGENCE, 2015.
https://doi.org/10.9781/ijimai.2015.341
Jaume Sarramona, Por; Santiuste, Victor. Distance training and the challenge of professional competencies REVISTA ESPANOLA DE PEDAGOGIA, 2015.
Steffens, Karl; Bannan, Brenda; Dalgarno, Barney; Bartolome, Antonio R.; Esteve-Gonzalez, Vanessa; Maria Cela-Ranilla, Jose. Recent Developments in Technology-Enhanced Learning: A Critical Assessment RUSC-UNIVERSITIES AND KNOWLEDGE SOCIETY JOURNAL, 2015.
https://doi.org/10.7238/rusc.v12i2.2453
Steffens, Karl. Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning EUROPEAN JOURNAL OF EDUCATION, 2015.
https://doi.org/10.1111/ejed.12102
Fidalgo-Blanco, Angel; Luisa Sein-Echaluce, Maria; Garcia-Penalvo, Francisco J.. Methodological Approach and Technological Framework to Break the Current Limitations of MOOC Model JOURNAL OF UNIVERSAL COMPUTER SCIENCE, 2015.
Romero-Rodriguez, Luis M.; Ramirez-Montoya, Maria Soledad; Gonzalez, Jaime Ricardo Valenzuela; . Incidence of Digital Competences in the Completion Rates of MOOCs: Case Study on Energy Sustainability Courses Mapping and Analysing Prospective Technologies for Learning, 2020.
https://doi.org/10.1109/TE.2020.2969487
Rincon-Flores, Elvira G.; Mena, Juanjo; Ramirez-Montoya, Maria-Soledad; Ramirez Velarde, Raul; . The use of gamification in xMOOCs about energy: Effects and predictive models for participants' learning COMPUTERS IN HUMAN BEHAVIOR, 2020.
https://doi.org/10.14742/ajet.4818
Littenberg-Tobias, Joshua; Reich, Justin;. Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program INTERNET AND HIGHER EDUCATION , 2020.
https://doi.org/10.1016/j.iheduc.2020.100759
Rincon-Flores, Elvira G.; Mena, Juanjo; Montoya, Maria Soledad Ramirez; . Gamification: a new key for enhancing engagement in MOOCs on energy? INTERNATIONAL JOURNAL OF INTERACTIVE DESIGN AND MANUFACTURING - IJIDEM, 2020.
https://doi.org/10.1007/s12008-020-00701-9
Medina Mayagoitia, Norma Isabel; Mercado Varela, Martín Alonso;. Apertura (Guadalajara, Jal.) , 2019.
https://doi.org/10.32870/ap.v11n1.1474
Tinajero Villavicencio, María Guadalupe; Mata Santel, Jaqueline; Villaseñor Palma, Karla Monserratt;. Apertura (Guadalajara, Jal.) , 2019.
Cites in Scopus
Ospina-Delgado, J.E., Zorio-Grima, A., García-Benau, M.A.. Massive open online courses in higher education: A data analysis of the MOOC supply), Intangible Capital, .
https://doi.org/10.3926/ic.798
Aguaded Gómez, I., Vázquez-Cano, E., López-Meneses, E.. The bibliometric impact of mooc movement in the Spanish scientific community [El impacto bibliométrico del movimiento mooc en la comunidad científica Española]), Educacion XX1, .
https://doi.org/10.5944/educXX1.13217
Morales, C.R.M.. MOOC concerning the communication sciences targeting native Spanish speakers [MOOC referentes a las ciencias de la comunicación dirigidos a hispanohablantes]), Opcion, .
Milligan, C., Littlejohn, A.. How health professionals regulate their learning in massive open online courses), Internet, Higher Education, .
https://doi.org/10.1016/j.iheduc.2016.07.005
Flores, E.G.R., Montoya, M.S.R., Mena, J.. Challenge-based gamification as a teaching' Open Educational Innovation strategy in the energy sustainability area), ACM International Conference Proceeding Series, .
https://doi.org/10.1145/3012430.3012658
Riofrío-Calderón, G., Ramírez-Montoya, M.-S., Rodríguez-Conde, M.-J.. Mediation practices for learning in MOOC courses to promote open innovation), ACM International Conference Proceeding Series, .
https://doi.org/10.1145/3012430.3012664
Fidalgo-Blanco, Á., Sein-Echaluce, M.L., García-Peñalvo, F.J.. From massive access to cooperation: lessons learned, proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs), International Journal of Educational Technology in Higher Education, .
https://doi.org/10.1186/s41239-016-0024-z
Persico, D., Steffens, K.. Self-regulated learning in technology enhanced learning environments), Technology Enhanced Learning: Research Themes, .
https://doi.org/10.1007/978-3-319-02600-8_11
Rosendale, J.A.. Gauging the value of MOOCs: An examination of American employers' perceptions toward higher education change), Higher Education, Skills and Work-based Learning, .
https://doi.org/10.1108/HESWBL-09-2016-0065
Cabrera, N., Fernández-Ferrer, M.. Examining MOOCs: A comparative study among educational technology experts in traditional, open universities), International Review of Research in Open, Distance Learning, .
https://doi.org/10.19173/irrodl.v18i2.2789
Lemos-De-Carvalho, G., Jr., Raposo-Rivas, M., Cebrián-De-La-Serna, M., Sarmiento-Campos, J.A.. Analysis of the pedagogical perspective of the MOOCs available in Portuguese [Análisis de la perspectiva pedagógica de los MOOC ofertados en lengua portuguesa]), Revista Espanola de Pedagogia, .
https://doi.org/10.22550/REP75-1-2017-06
Wu, B., Chen, X.. Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM), task technology fit (TTF) model), Computers in Human Behavior, .
https://doi.org/10.1016/j.chb.2016.10.028
Fueyo Gutiérrez, A., Hevia Artime, I.. Network learning through communities of inquiry on massive online learning environments [Aprendizaje en red mediante comunidades de indagación en entornos de formación masiva online]), Digital Education Review, .
Fernández-Ferrer, M.. Democratizing education worldwide: Fiction or reality? The role of Massive Open Online Courses [DEMOCRATIZANDO LA EDUCACIÓN A NIVEL MUNDIAL: ¿FICCIÓN O REALIDAD? EL PAPEL DE LOS CURSOS EN LÍNEA MASIVOS Y ABIERTOS]), Profesorado, .
Zawacki-Richter, O., Bozkurt, A., Alturki, U., Aldraiweesh, A.. What research says about MOOCs - An explorative content analysis), International Review of Research in Open, Distance Learning, .
https://doi.org/10.19173/irrodl.v19i1.3356
Despujol, I., Castaneda, L., Turro, C.. Developing a MOOC initiative: Lessons learnt from the Universitat Politecnica de Valencia experience), Turkish Online Journal of Distance Education, .
María-del-Pilar-Quicios-García, Ana-Huesca-González, María-Ángeles-Pascual-Sevillano. Distance learning will enable climate refugees to avoid falling into the social risk trap), Climate Change Management, .
https://doi.org/10.1007/978-3-319-70199-8_2
Martínez, O., Steffens, E.J., Ojeda, D.C., Hernández, H.G.. Pedagogical strategies applied to education with virtual media for the generation of global knowledge [Estrategias pedagógicas aplicadas a la educación con mediación virtual para la generación del conocimiento global]), Formacion Universitaria, .
https://doi.org/10.4067/S0718-50062018000500011
De La Serna, A.L., Garrido, C.C., Fernández, D.H.. Integration of SPOC courses in the subjects of degree. A practical experience [Integración de los cursos spoc en las asignaturas de grado. Una experiencia práctica]), Pixel-Bit, Revista de Medios y Educacion, .
https://doi.org/10.12795/pixelbit.2018.i52.10
Liang, H.-W.. Discussion on the micro curriculum resources construction in shadowboxing course from the perspective of open university, its application mode), Journal of Advanced Oxidation Technologies, .
https://doi.org/10.26802/jaots.2018.07021
Tsai, Y.-H., Lin, C.-H., Hong, J.-C., Tai, K.-H.. The effects of metacognition on online learning interest, continuance to learn with MOOCs), Computers and Education, .
https://doi.org/10.1016/j.compedu.2018.02.011
Esteban-Escaño, J., Sein-Echaluce, M.L., Fidalgo-Blanco, Á., García-Peñalvo, F.J.. Influence of the didactical design in the perception of knowledge management in MOOCs), ACM International Conference Proceeding Series, .
https://doi.org/10.1145/3284179.3284301
Arnavut, A., Bicen, H.. Determination of teachers’ perspectives, level of readiness towards MOOCs for tolerance education), Quality, Quantity, .
https://doi.org/10.1007/s11135-017-0546-z
Tao, D., Fu, P., Wang, Y., Zhang, T., Qu, X.. Key characteristics in designing massive open online courses (MOOCs) for user acceptance: an application of the extended technology acceptance model), Interactive Learning Environments, .
https://doi.org/10.1080/10494820.2019.1695214
Borrego, A.. The impact of MOOCs on library, information science education), Education for Information, .
https://doi.org/10.3233/EFI-190269
Mena, J., Rincón Flores, E.G., Ramírez-Velarde, R., Ramírez-Montoya, M.S.. The use of gamification as a teaching methodology in a MOOC about the strategic energy reform in México), Advances in Intelligent Systems and Computing, .
https://doi.org/10.1007/978-3-319-98872-6_4
MacÍas García, M.E., Rincón Flores, E.G.. MOOC lab, a massive online laboratory with real time access), IEEE Global Engineering Education Conference, EDUCON, .
https://doi.org/10.1109/EDUCON.2019.8725036
De Rosa, A., Pistolese, M. . Evolution, Education and Massive Open Online Courses: A Multiverse Proposal), Advances in Intelligent Systems and Computing, .
https://doi.org/10.1109/LWMOOCS47620.2019.8939620
Rincón-Flores, E.G., Montoya, M.S.R., Mena, J.. Engaging MOOC through gamification: Systematic mapping review), ACM International Conference Proceeding Series, .
https://doi.org/10.1145/3362789.3362831
Santillan-Rosas, I., Yusta-García, R., Heredia-Escorza, Y.. Experiential teaching for sustainable development), ACM International Conference Proceeding Series, .
https://doi.org/10.1145/3362789.3362883
Santillán-Rosas, I.M., Heredia-Escorza, Y.. Learning strategies, digital interventions: An analysis in the context of education for sustainable development), ACM International Conference Proceeding Series, .
https://doi.org/10.1145/3362789.3362870
Rincón-Flores, E.G., Mena, J., Ramírez-Montoya, M.S., Velarde, R.R. . The use of gamification in xMOOCs about energy: Effects and predictive models for participants' learning), Revista CIDOB d'Afers Internacionals, .
https://doi.org/10.14742/AJET.4818
López Meneses, E., Vázquez Cano, E., Mac Fadden, I.. MOOC in Higher Education from the Students’ Perspective. A Sustainable Model?), Studies in Systems, Decision, Control, .
https://doi.org/10.1007/978-3-030-18593-0_17
Ramirez-Montoya, M.-S. . MOOCs and OER: Developments and Contributions for Open Education and Open Science), Lecture Notes in Educational Technology, .
https://doi.org/10.1007/978-981-15-4276-3_10
Engeness, I., Nohr, M., Singh, A.B., Mørch, A. . Use of videos in the Information and Communication Technology Massive Open Online Course: Insights for learning and development of transformative digital agency with pre- and in-service teachers in Norway), Policy Futures in Education, .
https://doi.org/10.1177/1478210319895189
Sarramona, J., Santiuste, V.. Distance training, the challenge of professional competencies [La formación no presencial ante el reto de las competencias profesionales]), Revista Espanola de Pedagogia, .
Steffens, K., Bannan, B., Dalgarno, B., Bartolomé, A.R., Esteve-González, V., Cela-Ranilla, J.M.. Recent developments in technology-enhanced learning: A critical assessment [Avances en el aprendizaje enriquecido con la tecnología: Una evaluación enriquecida]), RUSC Universities, Knowledge Society Journal, .
https://doi.org/10.7238/rusc.v12i2.2453
Fidalgo-Blanco, Á., Sein-Echaluce, M.L., García-Peñalvo, F.J.. Methodological approach, technological framework to break the current limitations of MOOC model), Journal of Universal Computer Science, .
Steffens, K.. Competences, learning theories, moocs: Recent developments in lifelong learning), European Journal of Education, .
https://doi.org/10.1111/ejed.12102
Littenberg-Tobias, J., Reich, J. . Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program), Internet and Higher Education, .
https://doi.org/10.1016/j.iheduc.2020.100759
Romero-Rodriguez, L.M., Ramirez-Montoya, M.S., Gonzalez, J.R.V. . Incidence of Digital Competences in the Completion Rates of MOOCs: Case Study on Energy Sustainability Courses), IEEE Transactions on Education, .
https://doi.org/10.1109/TE.2020.2969487
Ruiz-Palmero, J., Daniel López-Álvarez, D., Sánchez-Rivas, E. . A review of the scientific production on MOOCs from 2016 to 2019 using SCOPUS | [Revisión de la producción científica sobre MOOC entre 2016 y 2019 a través de SCOPUS]), Pixel-Bit, Revista de Medios y Educacion, .
https://doi.org/10.12795/PIXELBIT.77716
Tang, H. . Person-centered analysis of self-regulated learner profiles in MOOCs: a cultural perspective), Educational Technology Research and Development, .
https://doi.org/10.1007/s11423-021-09939-w
Rincón-Flores, E.G., Mena, J., Montoya, M.S.R. . Gamification: a new key for enhancing engagement in MOOCs on energy?), Profesional de la Informacion, .
https://doi.org/10.1007/s12008-020-00701-9
Gómez-Galán, J., Lázaro-Pérez, C., Martínez-López, J.Á., López-Meneses, E. . Measurement of the MOOC phenomenon by pre-service teachers: A descriptive case study), Education Sciences, .
https://doi.org/10.3390/educsci10090215
Pham, H., Ho, N.T.T. . Professional development with MOOCs-how an organization learns in the age of digital transformation), Policy Futures in Education, .
https://doi.org/10.1145/3416797.3416798
Gupta, K.P., Maurya, H. . Adoption, completion and continuance of MOOCs: a longitudinal study of students’ behavioural intentions), ACM International Conference Proceeding Series, .
https://doi.org/10.1080/0144929X.2020.1829054
Gupta, K.P. . Investigating the adoption of MOOCs in a developing country: Application of technology-user-environment framework and self-determination theory), Education for Information, .
https://doi.org/10.1108/ITSE-06-2019-0033
Galán, J.G., Padilla, A.H.M., Bravo, C.B., Meneses, E.L.. MOOC Courses, the Future of Higher Education: A New Pedagogical Framework), MOOC Courses, the Future of Higher Education: A New Pedagogical Framework, .
Rivas, E.S., Álvarez, D.L., Vega, E.S., Palmero, J.R. . What do we know about mooc students? a case study | [¿Qué sabemos de los estudiantes de los MOOC? Un estudio de caso]), Texto Livre, .
https://doi.org/10.30827/PUBLICACIONES.V48I2.8340
Lorenzo-Lledó, A., Roig-Vila, R., Lorenzo, G. . The evaluation of MOOCS by university students from a methodological perspective | [Evaluación de los MOOC por estudiantes universitarios desde una perspectiva metodológica]), Journal of Advanced Oxidation Technologies, .
https://doi.org/10.30827/PUBLICACIONES.V48I2.8367
Agudo-Arroyo, Y., Callejo-Gallego, J. . Evaluating assessment in MOOCs | [La evaluación de la evaluación por pares en los MOOC]), Magis, .
https://doi.org/10.11144/JAVERIANA.M14.EAIN
Vázquez-Cano, E., López-Meneses, E., Gómez-Galán, J., Parra-González, M.E. . Innovative university practices on the educational advantages and disadvantages of MOOC environments | [Prácticas universitarias innovadoras sobre las ventajas educativas y desventajas de los entornos MOOC]), Revista de Educacion a Distancia, .
https://doi.org/10.6018/RED.422141
Tao, D., Li, W., Qin, M., Cheng, M.. Understanding Students’ Acceptance and Usage Behaviors of Online Learning in Mandatory Contexts: A Three-Wave Longitudinal Study during the COVID-19 Pandemic), Sustainability, .
https://doi.org/10.3390/su14137830
Freitas-Cortina, A., Paredes-Labra, J. . Challenges of multimedia production in moocs. an interpretive case study on the faculty perspectives | [Desafíos de la producción multimedia en los mooc. Estudio de caso interpretativo sobre las perspectivas docentes]), Mextesol Journal, .
https://doi.org/10.5944/ried.25.1.30840
Despujol, I., Castañeda, L., Turró, C.. MOOCs as a massive learning resource for a Higher Education Community. The Universitat Politècnica de València experience using the EdX remote access program), Education and Information Technologies, .
https://doi.org/10.1007/s10639-022-11140-2
Guo, Q., Zeng, Q., Zhang, L.. What social factors influence learners' continuous intention in online learning? A social presence perspective), Information Technology and People, .
https://doi.org/10.1108/ITP-02-2021-0151
Önder, E.. TEACHERS’ EXPERIENCES ON DISTANCE EDUCATION DURING THE COVID-19 PANDEMIC ), Milli Egitim, .
https://doi.org/10.37669/milliegitim.787838
Buttimer, C.J., Littenberg-Tobias, J., Reich, J.. Designing Online Professional Learning to Support Educators to Teach for Equity During COVID and Black Lives Matter), AERA Open, .
https://doi.org/10.1177/23328584211067789
Segovia-García, N.. Quality criteria of a Massive Open Online Course (MOOC) based on students’ assessment ), Bordon. Revista de Pedagogia, .
https://doi.org/10.13042/Bordon.2021.87938
Riofrío-Calderón, G., Ramírez-Montoya, M.-S., Rodríguez-Conde, M.-J.. Data Analytics for Predicting Dropout), ACM International Conference Proceeding Series, .
https://doi.org/10.1145/3486011.3486522
Gómez, F.G., Gómez, P.M.. Use of moocs in health care training: A descriptive-exploratory case study in the setting of the covid-19 pandemic), Sustainability, .
Cites in Google Scholar
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2015). Methodological Approach and Technological Framework to break the current limitations of MOOC model. Journal of Universal Computer Science, 21(5), 712-734.
http://jucs.org/jucs_21_5/methodological_approach_and_technological/jucs_21_05_0712_0734_blanco.pdf
Wu, B., & Chen, X. (2017). Continuance intention to use MOOCs: Integrating the technology acceptance model (TAM) and task technology fit (TTF) model. Computers in Human Behavior, 67, 221-232.
https://www.sciencedirect.com/science/article/pii/S074756321630735X
Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2016). From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs. International Journal of Educational Technology in Higher Education, 13(1), 24.
https://www.biomedcentral.com/openurl?doi=10.1186/s41239-016-0024-z
Steffens, K. (2015). Competences, learning theories and MOOCs: recent developments in lifelong learning. European Journal of Education, 50(1), 41-59.
https://www.learntechlib.org/p/152467/
Milligan, C., & Littlejohn, A. (2016). How health professionals regulate their learning in massive open online courses. The Internet and Higher Education, 31, 113-121.
https://www.sciencedirect.com/science/article/pii/S1096751616300483
Franco, A., & Carlos, J. (2017). ¿ Pueden los MOOC favorecer el aprendizaje, disminuyendo las tasas de abandono universitario?. RIED: revista iberoamericana de educación a distancia, 20(1), 125-143.
http://e-spacio.uned.es/fez/view/bibliuned:revistaRied-2017-20-1-5030
Zawacki-Richter, O., Bozkurt, A., Alturki, U., & Aldraiweesh, A. (2018). What research says about MOOCs–An explorative content analysis. International Review of Research in Open and Distributed Learning, 19(1).
https://www.erudit.org/en/journals/irrodl/2018-v19-n1-irrodl03927/1050885ar/abstract/
Tsai, Y. H., Lin, C. H., Hong, J. C., & Tai, K. H. (2018). The effects of metacognition on online learning interest and continuance to learn with MOOCs. Computers & Education, 121, 18-29.
https://www.sciencedirect.com/science/article/pii/S0360131518300447
AlDahdouh, A., & Osorio, A. (2016). Planning to Design MOOC? Think First!. The online journal of distance education and E-Learning, 4(2).
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3064872
Steffens, K., Bannan, B., Dalgarno, B., Bartolomé, A. R., Esteve-González, V., & Cela-Ranilla, J. M. (2015). Recent developments in technology-enhanced learning: A critical assessment. International Journal of Educational Technology in Higher Education, 12(2), 73-86.
https://link.springer.com/article/10.7238/rusc.v12i2.2453
Flores, E. G. R., Montoya, M. S. R., & Mena, J. (2016, November). Challenge-based gamification as a teaching'Open Educational Innovation strategy in the energy sustainability area. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 1127-1131). ACM.
https://dl.acm.org/citation.cfm?id=3012658
Rosendale, J. A. (2017). Gauging the value of MOOCs: An examination of American employers’ perceptions toward higher education change. Higher Education, Skills and Work-Based Learning, 7(2), 141-154.
https://www.emeraldinsight.com/doi/abs/10.1108/HESWBL-09-2016-0065
Costa, F. A., Moura Santos, A., Silva, A. G., & Viana, J. (2015). Guiões para desenho de cursos MOOC. MEC. Experiências de Inovação Didática no Ensino Superior. Lisboa: MEC, 327-342.
Cabrera, N., & Ferrer, M. F. (2017). Examining MOOCs: A comparative study among educational technology experts in traditional and open universities. The International Review of Research in Open and Distributed Learning, 18(2).
http://www.irrodl.org/index.php/irrodl/article/view/2789
Benet Gil, A., Sanahuja Ribés, A., García Molina, I., & Nieto Garoz, R. (2018). Nuevos horizontes formativos: una experiencia del MOOC como recurso en la formación continua. Apertura (Guadalajara, Jal.), 10(1), 88-103.
http://www.scielo.org.mx/scielo.php?pid=S1665-61802018000100088&script=sci_arttext&tlng=pt
Jivet, I. (2016). The Learning tracker: a learner dashboard that encourages self-regulation in MOOC learners.
https://pdfs.semanticscholar.org/4df3/64487abcf2f6ef82eca6dc413767432cd25d.pdf
Persico, D., & Steffens, K. (2017). Self-regulated learning in technology enhanced learning environments. In Technology Enhanced Learning (pp. 115-126). Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-319-02600-8_11
Mukhari, S. S. (2016). Teachers’ experience of information and communication technology use for teaching and learning in urban schools (Doctoral dissertation).
http://uir.unisa.ac.za/handle/10500/22045
Santos, A. M., & Viana, J. (2016). From Design to Production: First Course Experiences Within MOOC Técnico. In ICERI2016 Proceedings. 9th annual International Conference of Education, Research and Innovation.
Rojas, R., & Ivannova, L. (2017). Metodología, mediante procesos virtuales masivos, para la función pública Ecuatoriana (Doctoral dissertation, Universidad de Salamanca).
https://repositorio.grial.eu/handle/grial/976
Lemos-de-Carvalho-Júnior, G., Raposo-Rivas, M., Cebrían-de-la-Serna, M., & Sarmiento-Campos, J. A. (2017). Análisis de la perspectiva pedagógica de los MOOC ofertados en lengua portuguesa.
https://reunir.unir.net/handle/123456789/6201
Lemos-de-Carvalho-Junior, G., Raposo-Rivas, M., Cebrian-de-la-Serna, M., & A. SARMIENTO-CAMPOS, J. (2017). Análisis de la perspectiva pedagógica de los MOOC ofertados en lengua portuguesa/Analysis of the pedagogical perspective of the MOOCs available in Portuguese. revista española de pedagogía, 101-119.
https://www.jstor.org/stable/26379349
Santos, A. M., Costa, F. A., Viana, J., & da Silva, A. G. (2015). Estratégias para desenho e produção de vídeos para cursos em formato MOOC.
Almuhanna, M. (2018). Participants’ Perceptions of MOOCs in Saudi Arabia (Doctoral dissertation, University of Sheffield).
http://etheses.whiterose.ac.uk/id/eprint/21573
Viana, J., Costa, F. A., & Peralta, H. (2017). Aprendizagens pessoais em contextos informais: oportunidades criadas pela internet. Revista Observatório, 3(4), 190-231.
http://repositorio.ul.pt/handle/10451/36797
李金芳, 刘娜, 王莲, & 祝欣. (2015). 基于 xMOOC 课程模式的高校图书馆信息素养教育研究. 图书情报工作, 59(21), 56-62.
http://www.lis.ac.cn/CN/article/downloadArticleFile.do?attachType=PDF&id=20607
Rodríguez Gavilanes, N. M. (2015). Propuesta de un modelo de mooc para paises emergentes (Master's thesis).
https://repositorio.uam.es/handle/10486/669270
Rivas, E. S., Álverez, D. L., Vega, E. S., & Palmero, J. R. (2018). ¿ Qué sabemos de los estudiantes de los MOOC? Un estudio de caso. PUBLICACIONES, 48(2), 197-212.
http://revistaseug.ugr.es/index.php/publicaciones/article/view/8340
Bartolomé, A., Adell, J., Imbernón, F., & Castañeda, L. (2016, November). Preguntas de la personalización en la tecnología Educativa. In XVI Congreso Nacional y VII Congreso Iberoamericano de Pedagogía: Democracia y Educación en el siglo XXI. La obra de John Dewey 100 años después.
https://digitum.um.es/digitum/handle/10201/51141
Steffens, K., Bannan, B., Dalgarno, B., Bartolomé, A. R., Esteve-González, V., & Cela-Ranilla, J. M. (2015). Avenços en l’aprenentatge enriquit amb la tecnologia: una avaluació crítica. International Journal of Educational Technology in Higher Education (ETHE), 12(2), 73-86.
https://www.raco.cat/index.php/RUSC/article/view/304505
Steffens, K., Bannan, B., Dalgarno, B., Bartolomé, A. R., Esteve-González, V., & Cela-Ranilla, J. M. (2015). Avances en el aprendizaje enriquecido con la tecnología: una evaluación crítica. RUSC. Universities and Knowledge Society Journal, 12(2), 73-86.
Casanova-Valencia, S. A., Jiménez, M. A. V., & Arroyo, J. A. M. Capítulo 2 La adopción de Cursos Masivos Abiertos y en Línea (MOOC) en los estudiantes de la Facultad de Contaduría y Ciencias Administrativas de la UMSNH. INNOVACIÓN, EDUCACIÓN Y TECNOLOGÍAS APLICADAS: SOPORTE PARA GENERAR COMPETITIVIDAD SOSTENIBLE, 25.
http://ecacampusix.unach.mx/images/publicaciones/1-Innovacin-educacin-con-ISBN.pdf#page=49
Gari, P. D. E. R. F., Wilhem, P. D. P., & Dibut, P. D. L. (2019). Desarrollo de cursos en moodle utilizando una plantilla y objetos de aprendizaje: un modelo para personas inexpertas. SARANCE, 43(1), 023-035.
https://revistasarance.uotavalo.edu.ec/index.php/sarance/article/view/3
Martínez, J. M. M. (2017). Estudio de caso sobre la relación entre redes sociales y escuela en los procesos de aprendizaje. Revista UNES. Universidad, Escuela y Sociedad, (3), 46-62.
https://www.revistaunes.com/index.php/revistaunes/article/view/33
Alvelais-Alarcón, M., Higashi-Villalvazo, T., & Machin-Mastromatteo, J. D. (2015). La iniciativa ‘cursos en línea’de CETYS Universidad como punto de partida para desarrollar cursos online masivos y abiertos (MOOC). In Avances en Ciencias de la Educación y del Desarrollo, 2015 (pp. 457-461). Asociación Española de Psicología Conductual; Universidad de Granada (España).
http://eprints.rclis.org/31056/
Valencia, S. A. C., & Galeana, J. T. (2018). La adopción de MOOC’s en los estudiantes egresados de la FCCA de la UMSNH para la creación de nuevas habilidades profesionales. Red Internacional de Investigadores en Competitividad, 11, 1055-1069.
https://riico.net/index.php/riico/article/download/1490/1150
Ruiz Rojas, L. I. (2017). Presentación de la tesis doctoral “Metodología, mediante procesos virtuales masivos, para la función pública Ecuatoriana”.
https://repositorio.grial.eu/handle/grial/982
Martín Montero, C. (2016). Aplicación de técnicas de usabilidad sobre cursos MOOCs (Master's thesis).
https://repositorio.uam.es/handle/10486/676061
Mena, J., Flores, E. R., Ramírez-Velarde, R., & Ramírez-Montoya, M. S. (2018, June). The Use of Gamification as a Teaching Methodology in a MOOC About the Strategic Energy Reform in México. In International Conference in Methodologies and intelligent Systems for Techhnology Enhanced Learning (pp. 29-36). Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-319-98872-6_4
Pejić-Bach, M., Omazić, M. A., Aleksić, A., & Zoroja, J. (2018). Massive Open Online Courses (MOOCs) as an Education Tool for Corporate Social Responsibility. In Management Education for Corporate Social Performance. Information Age Publishing.
Balula, A. The promotion of digital inclusion through MOOC design and use: a literature.
Cabrera, N., & Fernández-Ferrer, M. International Review of Research in Open and Distributed Learning.
http://www.irrodl.org/index.php/irrodl/article/download/2789/4088?inline=1
Sullivan, B. E., Ferreira, M. A., Kornitsky, M. B., & Liu, M. (2019). Promoting Interest in Informatics among Russian Secondary School Students.
https://digitalcommons.wpi.edu/iqp-all/5457/
Meneses, E. L., Cano, E. V., & Mac Fadden, I. (2020). MOOC in Higher Education from the Students’ Perspective. A Sustainable Model?. In Qualitative and Quantitative Models in Socio-Economic Systems and Social Work (pp. 207-223). Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-030-18593-0_17
Alaofi, S. (2016). How do teachers and students perceive the utility of blackboard as a distance learning platform?(case study from Taibah university, Saudi Arabia).
https://arrow.dit.ie/scschcomdis/81/
Dos Santos, N. B., & Santos, G. L. (2018). PERSPECTIVAS EMERGENTES DAS PESQUISAS SOBRE MOOCS. CIET: EnPED.
http://cietenped.ufscar.br/submissao/index.php/2018/article/view/552
Phi, M. T. (2018). Integrating a MOOC into the MA curriculum: an ‘expert’student’s reflections on blended learning. Flipping the blend through MOOCs, MALL and OIL–new directions in CALL, 25.
Cabrera Lanzo, N., & Fernández Ferrer, M. (2017). Examining MOOCs: A comparative study among educational technology experts in traditional and open universities. International Review of Research in Open and Distance Learning, 2017, 18 (2).
http://openaccess.uoc.edu/webapps/o2/handle/10609/93095
Santos, A. M., & Viana, J. MOOC Técnico: desafios do desenho curricular e da produção de conteúdos multimédia.
Schroevers, S., & Seubring-Vierveyzer, H. A summer-day's MOOC. in Europe, 151.
https://eadtu.eu/images/publicaties/MOOCs_in_Europe_November_2015.pdf#page=152
Tang, H. (2018). Exploring Self-Regulated Learner Profiles in MOOCs: A Comparative Study. The Pennsylvania State University.
Zawacki-Richter, O., Bozkurt, A., Alturki, U., & Aldraiweesh, A. International Review of Research in Open and Distributed Learning.
http://www.irrodl.org/index.php/irrodl/article/download/2806/4090?inline=1
García, M. E. M., & Flores, E. G. R. (2019, April). MOOC Lab, a Massive Online Laboratory with Real Time Access. In 2019 IEEE Global Engineering Education Conference (EDUCON) (pp. 646-652). IEEE.
https://ieeexplore.ieee.org/abstract/document/8725036/
Ribeiro, I. Massive Open Online Courses design: guidelines to enhance user experience. Changing Higher Education One Teacher at a Time.
https://repositorio-aberto.up.pt/bitstream/10216/113184/2/274402.pdf#page=68
Arnavut, A., & Bicen, H. (2018). Determination of teachers’ perspectives and level of readiness towards MOOCs for tolerance education. Quality & Quantity, 52(2), 929-943.
https://link.springer.com/article/10.1007/s11135-017-0546-z
Lacleta, S. E., Luisa, M., Fidalgo Blanco, Á., & García Peñalvo, F. J. (2015). Methodological Approach and Technological Framework to break the current limitations of MOOC model.
https://repositorio.grial.eu/bitstream/grial/426/1/jucs_21_05_0712_0734_blanco.pdf
Despujol, I., Castaneda, L., & Turro, C. (2018). Developing A MOOC Initiative: Lessons Learned from the Universitat Politècnica de València Experience. Turkish Online Journal of Distance Education, 19(1), 215-233.
https://dergipark.org.tr/tojde/issue/34638/382805
Ginting, G., & Masithoh, H. (2016). Pengukuran Kualitas MOOCs: Studi Empiris Faktor-faktor yang Mempengaruhi Behavioral Intention (Assessing The Qual ity Of Moocs Provisions: an Empirical Study on Factors Influencing Behavioral Intention).
http://repository.ut.ac.id/6688/
Zulfqar, A., & Hussain, S. N. Adaptation of Technology in Open Distance Learning: A Case Study of AIOU.
Ginting, G. (2016). Challenge Quality Development Of MOOCS: Strengthening Collaborative Network To Empower Learner.
http://repository.ut.ac.id/id/eprint/6868
GELİŞTİRİLMESİ, Y. P. A., DALI, A. B., & DALI, B. V. Ö. T. B. (2019). KİTLESEL AÇIK ÇEVRİMİÇİ DERS PLATFORMLARINA.
Gómez, I. A., Vázquez-Cano, E., & López-Meneses, E. (2016). El impacto bibliométrico del movimiento MOOC en la Comunidad Científica Española. Educación XX1, 19(2), 77-103.
https://www.redalyc.org/pdf/706/70645811003.pdf
Barrio, M. G., Fernández, M. R., & García, S. Á. (2017). Metodología de producción para el desarrollo de contenidos audiovisuales y multimedia para MOOC. RIED. Revista iberoamericana de educación a distancia, 20(1), 183-203.
https://www.redalyc.org/pdf/3314/331450972010.pdf
Franco, A., & Carlos, J. (2017). ¿ Pueden los MOOC favorecer el aprendizaje, disminuyendo las tasas de abandono universitario?. RIED: revista iberoamericana de educación a distancia, 20(1), 125-143.
http://e-spacio.uned.es/fez/view/bibliuned:revistaRied-2017-20-1-5030
Grund, F. B., & González, M. L. C. (2015). Estudio de adaptabilidad para dispositivos móviles en plataformas MOOC. Revista de Educación a Distancia, (47).
https://revistas.um.es/red/article/view/242411
Gutiérrez, F., Aquilina, M., & Hevia Artime, I. (2017). Aprendizaje en red mediante comunidades de indagación en entornos de formación masiva online. Digital Education Review, 31.
http://digibuo.uniovi.es/dspace/bitstream/10651/47239/1/Aprendizaje.pdf
Ospina-Delgado, J. E., Zorio-Grima, A., & García-Benau, M. A. (2016). Massive open online courses in higher education: A data analysis of the MOOC supply. Intangible Capital, 12(5), 1401-1450.
https://upcommons.upc.edu/handle/2117/98774
Martínez, O., Steffens, E. J., Ojeda, D. C., & Hernández, H. G. (2018). Estrategias pedagógicas aplicadas a la educación con mediación virtual para la generación del conocimiento global. Formación universitaria, 11(5), 11-18.
https://scielo.conicyt.cl/scielo.php?pid=S0718-50062018000500011&script=sci_arttext
Mañero-Contreras, J. (2016). Estudio de caso de los sMOOC y su pedagogía en el contexto online.
http://rua.ua.es/dspace/handle/10045/56389
Martinez Palmera, O. M., Steffens, E. J., Ojeda, D. C., & Hernandez, H. (2018). Estrategias pedagógicas aplicadas a la educación con mediación virtual para la generación del conocimiento global. 10.4067/S0718-50062018000500011.
http://repositorio.cuc.edu.co/handle/11323/1840
Rivilla, A. M., Garrido, M. C. D., Cabezas, A. R., Domínguez, M. M., Pérez, R. P., Gómez, M. J. A., ... & Llamas, J. L. G. (2015). Innovación de la educación y de la docencia. Editorial Universitaria Ramón Areces.
Fernández-Ferrer, M. (2017). Democratizando la educación a nivel mundial:¿ ficción o realidad? El papel de los cursos en línea masivos y abiertos. Profesorado. Revista de Currículum y Formación de Profesorado, 21(2), 445-461.
https://www.redalyc.org/pdf/567/56752038024.pdf
López de la Serna, A., Castaño Garrido, C., & Herrero Fernández, D. (2018). Integración de los cursos SPOC en las asignaturas de grado. Una experiencia práctica. Pixel-Bit, 52, 139-149.
https://idus.us.es/xmlui/handle/11441/68944
Mejón, A., Utray, F., & Mateos, D. R. (2018). Opiniones y propuestas de los estudiantes de Comunicación Audiovisual sobre los SPOC. RIED. Revista Iberoamericana de Educación a Distancia, 21(2), 305-324.
http://revistas.uned.es/index.php/ried/article/view/19363
Arturo Amaya, A., & Alvarez, M. V. (2015). Beneficios de los MOOC en la Educación Superior. Memorias del Encuentro Internacional de Educación a Distancia, (4).
http://www.udgvirtual.udg.mx/remeied/index.php/memorias/article/view/75
Jiménez, D. A., Mediavilla, D. M., Portús, P. O. M., López, V. P., & Vicente, F. J. S. V. (2015). Maths: from distance to e-learning. IJIMAI, 3(4), 5-12.
https://dialnet.unirioja.es/servlet/articulo?codigo=5574290
Riofrío-Calderón, G., Ramírez-Montoya, M. S., & Rodríguez-Conde, M. J. (2016, November). Mediation practices for learning in MOOC courses to promote open innovation. In Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 1167-1170). ACM.
https://dl.acm.org/citation.cfm?id=3012664
Veliz, M. M. A., Coronel, E. V., & Navarrete, M. (2017). Los Cursos Online Masivos Abiertos (MOOC) como una oportunidad para las PYMES en sus procesos de capacitación. Polo del Conocimiento, 2(8), 315-334.
de la Rosa Gómez, A., Cano, J. M. M., Baños, J. R., & Santiago, E. G. (2018). Evaluación de autorregulación académica en estudiantes de psicología en modalidad en línea. Voces de la educación, 3(6), 126-141.
https://revista.vocesdelaeducacion.com.mx/index.php/voces/article/view/125
Cano, E. V., López-Meneses, E., & Martín, A. (2018). Los nuevos entornos virtuales de aprendizaje permanente (MOOC). Un estudio diacrónico del estudiantado de la Universidad Pablo de Olavide (2015-2017). EDMETIC, 7(1), 350-371.
https://dialnet.unirioja.es/servlet/articulo?codigo=6382217
Montes-Rodríguez, R., Valverde, R. I. H., & Rodríguez, J. B. M. (2018). Análisis del sistema de mediaciones en los procesos formativos de un MOOC: educación expandida y habilidades blandas. Campo Abierto. Revista de Educación, 37(1), 65-78.
https://mascvuex.unex.es/revistas/index.php/campoabierto/article/view/3265
Sarramona, J., & Santiuste, V. (2015). La formación no presencial ante el reto de las competencias profesionales. revista española de pedagogía, 449-464.
https://www.jstor.org/stable/24711322
Gutiérrez, A. F., & Artime, I. H. (2017). Network Learning through Communities of Inquiry on massive online learning environments. Digital Education Review, (31), 116-130.
http://revistes.ub.edu/index.php/der/article/view/16822
Querido Gomes, J. Los MOOC en la Educación Politécnica: produción científica y provisión de cursos.
http://rabida.uhu.es/dspace/handle/10272/13704
Garay Colman, R. H. Gestión y desarrollo de MOOC para la universidad.
http://openaccess.uoc.edu/webapps/o2/handle/10609/91586
Lopera, F. G., & Álvarez, D. L. ANÁLISIS E INFORME DE LA EVOLUCIÓN DEL MOOC “CLAVES DE EDUCACIÓN FINANCIERA PARA LA CIUDADANÍA” EN EL PERIODO.
http://www.enriquesanchezrivas.es/congresotic/archivos/Form_Compet_metodos/Lopera_Alvarez.pdf
Gomes, J. Q. (2017). Portugal. Los MOOC en la Educación Politécnica: producción científica y provisión de cursos. Aularia: Revista Digital de Comunicación, 6(2), 29-36.
https://dialnet.unirioja.es/servlet/articulo?codigo=5983814
Valenzuela-Arvizu, S. Y. (2018). Innovación en cursos masivos abiertos con estrategias de gamificación, aprendizaje invertido y por retos, para formar en sustentabilidad energética. 266632-CONACYT-SENER-S0019201401.
http://69.16.228.136/handle/11285/632418
Lorenzo-Lledó, A., Roig-Vila, R., & Lorenzo, G. (2018). Evaluación de los MOOC por estudiantes universitarios desde una perspectiva metodológica. PUBLICACIONES, 48(2), 401-414.
http://revistaseug.ugr.es/index.php/publicaciones/article/view/8367
Ortiz Jiménez, J. G. MOOCS: miradas críticas desde la pedagogía.
http://repository.usta.edu.co/handle/11634/13963
Pérez-Escoda, A., García-Ruiz, R., & Aguaded-Gómez, I. (2018). La competencia mediática en el profesorado universitario. Validación de un instrumento de evaluación.
https://repositorio.unican.es/xmlui/handle/10902/15923
Martínez-Compilación, A. P. El Sextante de la Educación.
https://educar.ec/jornada/Sextante_de_la_educaci%C3%B3n_I%20_signed.pdf
Ramírez-Gutiérrez, C. V., Villacís-Tagle, J. A., & Sornoza-Quijije, L. I. (2018). El desarrollo del aprendizaje a nivel superior mediante plataformas Mooc. Polo del Conocimiento, 3(10), 112-129.
http://polodelconocimiento.com/ojs/index.php/es/article/view/733
Acosta Véliz, M., & Jiménez Cercado, M. (2018). IMPORTANCIA DE LA OFERTA ACADÉMICA DE LAS PRINCIPALES PLATAFORMAS MOOC (MASSIVE OPEN ONLINE COURSE) PARA LAS CIENCIAS ADMINISTRATIVAS. Revista de Comunicación'Vivat Academia', (145).
Ferrer, M. F. (2019). Revisión crítica de los MOOC: pistas para su futuro en el marco de la educación en línea. REDU: Revista de Docencia Universitaria, 17(1), 12.
https://dialnet.unirioja.es/servlet/articulo?codigo=6977317
Fernández-Ferrer, M. (2019). Revisión crítica de los MOOC: pistas para su futuro en el marco de la educación en línea. REDU. Revista de Docencia Universitaria, 17(1), 73-88.
https://polipapers.upv.es/index.php/REDU/article/view/11275
Solana, P., Martínez, S., & Sarmiento, I. (2017). Nuevos Enfoques y Experiencias en el Formato Audiovisual para el Desarrollo de MOOCs. In EMOOCs-ES (pp. 35-44).
ftp://ceur-ws.org/pub/publications/CEUR-WS/Vol-1836.zip
Véliz, M. M. A. El Sextante de la educación.
https://educar.ec/jornada/1s-2s-2018/3mooc.pdf
Mejón Miranda, A. M., Utray Delgado, F., & Rodríguez-Mateos, D. (2018). Opiniones y propuestas de los estudiantes de Comunicación Audiovisual sobre los SPOC.
https://e-archivo.uc3m.es/handle/10016/28769
Arvizu, S. Y. V. (2018). Escuela de Humanidades y Educación.
LA COMPETENCIA, M. Y. L. C., DE LA UTN, M. E. E., & IMPLICACIONES, R. Y. P. Artículo Texto Completo.
http://ecociencia.ecotec.edu.ec/articulo?ida=151
Galán, J. G., Padilla, A. H. M., Bravo, C. B., & Meneses, E. L. (2017). Los MOOC y la Educación Superior: Nuevas posibilidades para la innovación y la formación permanente. Ediciones Octaedro.
Martínez, G. Z., Llamas, J. L. D., Rosales, M. S., & Ponce, S. Y. T. (2018). Una aproximación teórica sobre MOOC, Aula Invertida, y B-Learning: Similitudes y diferencias. EDUCATECONCIENCIA, 20(21).
http://tecnocientifica.com.mx/educateconciencia/index.php/revistaeducate/article/view/563
ESPAÑOLA, M. E. L. C. C. (2016). 3 EL IMPACTO BIBLIOMÉTRICO DEL MOVIMIENTO. Educación XX1, 19, 77-104.
DEL MARKETING, P. P. E. U., & DE LOS CURSOS, E. N. (2018). ADMINISTRACIÓN ESTRATÉGICA. CONSEJO EDITORIAL, 186.
https://rus.ucf.edu.cu/index.php/rus/article/view/997
González García, A. (2017). Comunicación para la paz y la igualdad: propuesta del MOOC “Periodismo con perspectiva de género.
http://repositori.uji.es/xmlui/handle/10234/172568
Duarte, A. O., Borja, D. S., Montenegro, A. F. D., & Galindo, C. A. GESTIÓN DE LA INFORMACIÓN EN LA CUARTA REVOLUCIÓN INDUSTRIAL.
Nuñez, M., Correa, J., Herrera, G., Gómez, P., Morón, S., & Fonseca, N. (2018). Study of Perceptions on Clean and Self-Sustainable Energy.
http://repositorio.cuc.edu.co/handle/11323/2034
Manotas Salcedo, E., Pérez-Rodríguez, A., & Contreras-Pulido, P. (2019). Propuesta de diseño de instrumento para analizar vídeo-lecciones en MOOC. ALTERIDAD. Revista de Educación, 14(1), 53-64.
http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&pid=S1390-86422019000100053
Facuy, J. P., Estrella, R. E. S., & Ordoñez, M. M. C. (2016). Los MOOC como herramientas de fortalecimiento en el aprendizaje de los Estudiantes de la carrera de Diseño Gráfico en la Facultad de Comunicación Social de la Universidad Guayaquil. Journal of Science and Research: Revista Ciencia e Investigación. ISSN 2528-8083, 1(CITT2016), 62-66.
https://revistas.utb.edu.ec/index.php/sr/article/view/118
Piña, C. R. R., Medina, R. S., Maldonado, S. I. M., Rosales, C., Sánchez, R., & Muñoz, S. Escala de aprendizaje autogestivo en estudiantes universitarios de la carrera de Psicología de un sistema en línea.
Cueva Carrión, S. P. (2015). Método sistemático para la creación de recursos educativos abiertos del tipo Open Course Ware con componentes sociales (Doctoral dissertation, ETSI_Sistemas_Infor).
http://oa.upm.es/id/eprint/43125
Villavicencio, G. T., Santel, J. M., Palma, K. M. V., & Altamirano, A. C. (2019). Una experiencia interinstitucional de desarrollo de un MOOC para docentes en servicio. Apertura: Revista de Innovación Educativa, 11(1), 120-135.
https://dialnet.unirioja.es/servlet/articulo?codigo=6940127
Coronel, P. M. H. (2017). 4. Del aula virtual a los entornos MOOC: una mirada a la virtualidad en la educación superior en América Latina. Aportes a la investigación sobre educación superior virtual desde América Latina, 89.
LA DEMOCRATIZACIÓN, D. L. E. E. Los MOOC en la Educación Politécnica: produción cien-tífica y provisión de cursos.
https://core.ac.uk/download/pdf/132350749.pdf
Palta Morocho, R. A., & Vázquez Mendoza, J. A. (2016). Descubrimiento de patrones de interacción en cursos MOOC en entornos ONLINE: un enfoque utilizando minería de procesos. Caso de estudio:“Curso de la metodología DICREVOA en Open edX” (Bachelor's thesis).
http://dspace.ucuenca.edu.ec/jspui/handle/123456789/25890
La Serna, V. O., Andrade, A. V. B., & Pedreira, M. C. C. (2018). LA COMPETENCIA MEDIÁTICA Y LOS CURSOS MOOC EN ESTUDIANTES DE LA UTN: IMPLICACIONES, RETOS Y POTENCIALIDADES/MEDIA COMPETITION AND MOOC COURSES IN STUDENTS OF THE UTN: IMPLICATIONS, CHALLENGES AND POTENTIALITIES. Revista Científica ECOCIENCIA, 5(6).
http://ecociencia.ecotec.edu.ec/upload/php/files/diciembre18/05.pdf
Escudero-Nahón, A., & Urbina, A. A. N. Fundamentos teóricos para la transformación de «Massive Open Online Courses» hacia «Customizable Open Online Courses»(CzOOC) Theoretical foundations for the transformation of «Massive Open Online Courses» towards «Customizable Open Online.
Véliz, M. M. A., & Cercado, M. E. J. (2018). Importancia de la oferta académica de las principales plataformas MOOC (Massive Open Online Course) para las ciencias administrativas/Analysis academic offering of the main MOOC platforms (massive open online course) and its importance in the 21st c. Vivat Academia, (145), 97-111.
http://www.vivatacademia.net/index.php/vivat/article/view/1097
Coello Gómez, R. (2019). Implementación de un MOOC para mejorar la habilidad para comunicarse efectivamente (verbal y no verbal) en una entrevista de trabajo (Master's thesis, Universidad Casa Grande. Departamento de Posgrado).
http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/1797
Rovira Soler, J. C., Alemany Bay, C., Aracil Varón, B., Mataix Azuar, R., Valero Juan, E., Ruiz Bañuls, M., ... & García-Millán, A. (2016). Adaptación de materiales de Literatura Hispanoamericana para la docencia en el EEES, MOOC y utilización de las TIC.
http://rua.ua.es/dspace/handle/10045/60400
Mayagoitia, N. I. M., & Varela, M. A. M. (2019). Equipos de enseñanza en MOOC: un acercamiento a cuatro universidades mexicanas. Apertura: Revista de Innovación Educativa, 11(1), 136-149.
https://dialnet.unirioja.es/servlet/articulo?codigo=6940125
Manotas Salcedo, E., Pérez-Rodríguez, A., & Contreras-Pulido, P. (2019). Proposal for design an instrument for video lectures analysis in MOOC. ALTERIDAD. Revista de Educación, 14(1), 53-64.
Pérez-Escoda, A., García-Ruiz, R., & Aguaded-Gómez, I. (2018). Media Competence in University Teaching Staff. Validation of an Instrument of Evaluation. @ tic revista d'innovació educativa, (21), 1-9.
https://ojs.uv.es/index.php/attic/article/view/12550
Artime, I. H., & Gutiérrez, A. F. (2018). Aprendizaje situado en el diseño de entornos virtuales de aprendizaje: una experiencia de aprendizaje entre pares en una comunidad de práctica. Aula Abierta, 47(3), 347-354.
https://www.unioviedo.net/reunido/index.php/AA/article/view/12664
Esteban-Escaño, J., Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2018, October). Influence of the didactical design in the perception of knowledge management in MOOCs. In Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 684-690). ACM.
https://dl.acm.org/citation.cfm?id=3284301
Meneses, E. L., Cano, E. V., & Mac Fadden, I. (2020). MOOC in Higher Education from the Students’ Perspective. A Sustainable Model?. In Qualitative and Quantitative Models in Socio-Economic Systems and Social Work (pp. 207-223). Springer, Cham.
https://link.springer.com/chapter/10.1007/978-3-030-18593-0_17
Phi, M. T. (2018). Integrating a MOOC into the MA curriculum: an ‘expert’student’s reflections on blended learning. Flipping the blend through MOOCs, MALL and OIL–new directions in CALL, 25.
Carrión, E. D. D. J. S., Crespo, R. G., Mestras, J. P., Rocha, A., McGreal, R., Shu, L., ... & Lovelle, J. M. C. INTERNATIONAL JOURNAL OF ARTIFICIAL INTELLIGENCE AND INTERACTIVE MULTIMEDIA.
http://www.academia.edu/download/38607817/IJIMAI20153_4.pdf
Bui, N. T. K. (2018). Networked Professional Learning in Intercultural Language Education: A Case Study of a Small Connectivist Open Online Course (SCOOC).
https://openresearch-repository.anu.edu.au/handle/1885/160643
Talavera-Franco, R. (2018). Exploring the Learning Experiences of Adult Hispanics in MOOCS through Self-Efficacy Theory (Doctoral dissertation, Northeastern University).
Gómez Galán, J., Martín Padilla, A. H., & Bernal Bravo, C. (2019). MMOOC Courses and the Future of Higher Education: A New Pedagogical Framework. River Publishers.
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.
http://seer.abed.net.br/index.php/RBAAD/article/view/285
Fueyo, A., & Hevia, I. Communities of Inquiry. The 2018 OpenupEd Trend Report on MOOCs, 27.
Download
Alternative metrics
How to cite
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
Share
Oxbridge Publishing House
4 White House Way
B91 1SE Sollihul United Kingdom
Administration 
Editorial office
