Comunicar 44: Moocs in Education
第一卷。二十一，Nº44，第一学期，2015年1月
E-ISSN: 1988-3293 / ISSN: 1134-3478
https://doi.org/10.3916/C44-2015-03
摘要
二十一世纪第一个十年结束时，MOOC供给的急速增长带来了一个全新的教育景观，为教与学提出新了的挑战，这都主要归因于MOOC的大规模参与，无所不在和免费注册。这些课程体现了还未被完全探索的技术和教育学的调和。论文作者们在这个研究中对一个MOOC的设计使用了一种教育与互动指数的方法（INdiMOOC-Edi），以期确立使用西班牙语传授的MOOC的教育学构成，从而确定哪些课程特征是依赖于平台的。通过使用特别为此开发和效果得到确认的方法，我们对10个不同平台上共117个课程进行了探索性混合序列法研究。所获得的数据要在性质方面通过实质分析，在量方面，则通过数据挖掘中典型的分类算法补足分析统计获得。结果表明，不同平台提供方在五个关键范围内决定着MOOC的教育学设计，这五个范围是：学习，活动与任务，方法与资源，互动性，和评估。文章最后以可作为未来MOOC教育学基准的表述性、教育性和互动性指标作为结束。
关键词
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Online courses, Massive Online Open Courses, MOOC, open educational resources, instructional design, data mining, content analysis, web-based instruction
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如何引用本文
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
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发布日期: 01-01-2015
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Duart, Josep M.; Roig-Vila, Rosabel; Mengual-Andres, Santiago; Maseda Duran, Miguel-Angel. The pedagogical quality of MOOCs based on a systematic review of JCR and Scopus publications (2013-2015) REVISTA ESPANOLA DE PEDAGOGIA, 2017.
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Link Google Scholar
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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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https://doi.org/10.17583/qre.2015.1518
Guerrero Romera, Catalina. UMUMOOC A proposal of quality indicators for educational courses MOOC CAMPUS VIRTUALES, 2015.
Link Google Scholar
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