Palabras clave
Educación superior, aprendizaje, motivación, entornos personales de aprendizaje, entornos de aprendizaje cooperativos, aprendizaje virtual, innovación educativa, investigación educativa
Resumen
Los cursos MOOC se han entendido como la última evolución del aprendizaje en red, y desde su nacimiento en 2008 se han puesto en práctica en un buen número de universidades. A pesar del éxito social de estas propuestas, tanto el diseño del aprendizaje como la eficacia de sus resultados han sido puestos en duda. Actualmente la mayoría de las publicaciones se centran más en discutir su potencial para ofrecer educación de calidad en todo el mundo a gran escala que en la medición rigurosa de los resultados de aprendizaje. El presente trabajo muestra los resultados de una investigación centrada en el diseño pedagógico de un curso MOOC cooperativo y su influencia en la motivación y en los resultados académicos obtenidos. El diseño se ha validado a través de un estudio Delphi y la variable «motivación» se ha controlado a través de un instrumento estandarizado (Instructional Materials Motivation Survey, IMMS). El rendimiento académico se ha evaluado a través de evidencias de aprendizaje. Se defiende que el diseño, definido por una utilización intensiva de redes sociales y realización de actividades por parte de los estudiantes en sus Entornos Personales de Aprendizaje, influye en el rendimiento, y es la satisfacción con la percepción del diseño la variable que media en dicha relación. Los resultados académicos obtenidos y la motivación de los estudiantes avalan la utilización de cursos MOOC cooperativos en estudios universitarios.
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Ficha técnica
Recibido: 30-04-2014
Revisado: 19-05-2014
Aceptado: 21-06-2014
OnlineFirst: 15-11-2014
Fecha publicación: 01-01-2015
Tiempo de revisión del artículo : 19 (en días) | Media de tiempo de revisión de los manuscritos del número 44: 37 (en días)
Tiempo de aceptación del artículo: 52 (en días) | Media tiempo aceptación de los manuscritos del número 44: 69 (en días)
Tiempo de edición OnlineFirst: 201 (en días) | Media tiempo edición de los OnlineFirst del número 44: 197 (en días)
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Métricas alternativas
Cómo citar
Castaño-Garrido, C., Maiz-Olazabalaga, I., & Garay-Ruiz, U. (2015). Design, motivation and performance in a cooperative MOOC course. [Diseño, motivación y rendimiento en un curso MOOC cooperativo]. Comunicar, 44, 19-26. https://doi.org/10.3916/C44-2015-02