Keywords

Higher education, learning, motivation, personal learning environments, cooperative learning environments, virtual learning, educational innovation, educational research

Abstract

MOOCs are seen as the latest evolution in online learning and, since their launch in 2008, they have become an integral part of university course curricula. Despite the social success of these courses, the learning design and efficacy of their results have been questioned. Most current research has focused more on discussing their potential to offer quality, large-scale education worldwide rather than measuring learning outcomes. This paper shows the results of a research study that focused on the pedagogical design of a cooperative MOOC and its influence on motivation and academic results. A Delphi study was used to validate the design, and the motivation variable was controlled using the Instructional Materials Motivation Survey (IMMS). Academic performance was assessed through evidence-based learning. The paper argues that design, which is defined by the students’ intensive use of social networks and the activities they carry out in their Personal Learning Environments, has an influence on performance, and the variable that mediates in that relationship is the level of satisfaction with the perception of the design. The academic results obtained and the students’ motivation support the use of cooperative MOOCs in university education.

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Technical information

Received: 30-04-2014

Revised: 19-05-2014

Accepted: 21-06-2014

OnlineFirst: 15-11-2014

Publication date: 01-01-2015

Article revision time: 19 days | Average time revision issue 44: 37 days

Article acceptance time: 52 days | Average time of acceptance issue 44: 68 days

Preprint editing time: 201 days | Average editing time preprint issue 44: 197 days

Article editing time: 246 days | Average editing time issue 44: 242 days

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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

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