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Comunicar 44: Mooc en la educación
Vol. XXII, nº 44, 1º semestre, 1 enero 2015
E-ISSN: 1988-3293 / ISSN: 1134-3478
Un estudio sobre los componentes pedagógicos de los cursos online masivos
A study on the pedagogical components of massive online courses
https://doi.org/10.3916/C44-2015-03
Resumen
A finales de la primera década del siglo XXI, el rápido aumento de cursos MOOC dibuja un nuevo panorama educativo planteando nuevos retos a la enseñanza y al aprendizaje debido, fundamentalmente, a sus características de masividad, ubicuidad y gratuidad. En estos cursos se da una confluencia de mediaciones tecnológicas y pedagógicas aún por explorar en todas sus dimensiones. Este trabajo, utilizando un instrumento de indicadores educativos e interactivos en un MOOC (INdiMOOC-EdI) de elaboración propia, se centra en averiguar qué componentes pedagógicos posee la actual oferta de MOOC en lengua hispana, para poder dirimir aquellos elementos dependientes de las plataformas que los soportan. Para ello se realiza una investigación mixta de tipo exploratoria y secuencial que analiza un total de 117 cursos ubicados en 10 plataformas diferentes, utilizando el instrumento creado y validado a tal efecto. Con la información obtenida se lleva a cabo un análisis de contenido en su vertiente cualitativa, mientras que con la cuantitativa se efectúan análisis estadísticos complementados con algoritmos propios de la minería de datos. Los resultados muestran que las diferentes plataformas condicionan los diseños pedagógicos del MOOC en cinco aspectos fundamentales: el aprendizaje, las actividades y tareas, los medios y recursos, la interactividad y la evaluación. Se concluye con una serie de indicadores de tipo descriptivo, formativo e interactivo que pueden orientar la pedagogía de futuros Cursos Online Masivos Abiertos.
Descriptores
Cursos en línea, Cursos Online Masivos Abiertos, COMA, recursos educativos abiertos, diseño instructivo, minería de datos, análisis de contenido, formación basada en la web
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Cómo citar este texto
Raposo, M., Martínez, E., & Sarmiento, J.A. (2015). A study on the pedagogical components of massive online courses. [Un estudio sobre los componentes pedagógicos de los cursos online masivos]. Comunicar, 44, 27-35. https://doi.org/10.3916/C44-2015-03
Crossmark
Fundref
Este trabajo no tiene ningún soporte financiero
Ficha técnica
Received: 30-04-2014
Revisado: 02-06-2014
Aceptado: 21-06-2014
Preprint: 15-11-2014
Fecha publicación: 01-01-2015
Tiempo de revisión del artículo : 33 días | Media tiempo revisión número 44: 41 días
Tiempo de aceptación del artículo: 52 días | Media tiempo aceptación número 44: 75 días
Tiempo de edición del preprint: 201 días | Media tiempo edición número preprint 44: 221 días
Tiempo de edición del artículo: 246 días | Media tiempo edición número 44: 266 días
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https://doi.org/10.5944/ried.20.1.16684
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https://doi.org/10.6018/j/275981
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Link Google Scholar
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
Yepes-Baldo, Montserrat; Romeo, Marina; Martin, Carolina; Angeles Garcia, Maria; Monzo, Gemma; Besoli, Andres. Quality indicators: developing "MOOCs" in the European Higher Education Area EDUCATIONAL MEDIA INTERNATIONAL, 2016.
https://doi.org/10.1080/09523987.2016.1236998
Fernandez Navas, Manuel. UNIVERSITIES, VIRTUAL TEACHING, COMPETENCES AND SOCIAL JUSTICE: A STORY ABOUT COMMERCIALIZATION IN HIGHER EDUCATION AULA DE ENCUENTRO, 2016.
Link Google Scholar
Paredes Labra, Joaquin. Teacher training in educational technology: a place to reflect about online pedagogies REVISTA LATINOAMERICANA DE TECNOLOGIA EDUCATIVA-RELATEC, 2016.
https://doi.org/10.17398/1695-288X.15.2.143
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
Maldonado, Jorge J.; Palta, Rene; Vazquez, Jorge; Bermeo, Jorge L.; Perez-Sanagustin, Mar; Munoz-Gama, Jorge. Exploring Differences in How Learners Navigate in MOOCs Based on Self-Regulated Learning and Learning Styles A Process Mining Approach Proceedings of the Latin American Computing Conference, 2016.
Link Google Scholar
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