Palabras clave

Compromiso, MOOC, sMOOC, tMOOC, xMOOC, aprendizaje

Resumen

Los cursos en línea masivos y abiertos (MOOCs) permiten satisfacer necesidades de aprendizaje desde las particularidades de sus tipologías (xMOOC, tMOOC, cMOOC, iMOOC, entre otras), sin embargo, es aún latente su alta tasa de deserción. Estudios recientes reafirman el engagement como una alternativa para disminuir los índices de deserción. La literatura analizada aún no logra sistematizar respuestas a ¿cómo garantizar el engagement en los MOOCs y disminuir así su tasa de deserción? Y, en coherencia con esa pregunta, ¿existen aún retos del profesorado en este ámbito de la tecnología educativa? Ello motivó a realizar esta revisión sistemática para determinar cómo se ha trabajado el engagement para contribuir a disminuir la tasa de deserción en los MOOCs. Se revisaron artículos de revistas indexadas en Scopus o en WoS aplicando el protocolo PRISMA. Al finalizar el protocolo se definió analizar 40 estudios. Los resultados reflejan que las principales variables son: el diseño e-actividades; la motivación intrínseca y extrínseca y; la comunicación entre los estudiantes. Se ratifica que los principales retos para garantizar el engagement en los MOOCs son: la tutoría individualizada; la interactividad; y la retroalimentación. Debido a la escasez de estudios que analicen de forma integrada las variables antes mencionadas, se propone como trabajo futuro, determinar qué relaciones existen entre estas variables que intervienen en el engagement y la deserción en los MOOCs.

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Recibido: 05-05-2021

Revisado: 10-07-2021

Aceptado: 15-07-2021

OnlineFirst: 15-10-2021

Fecha publicación: 01-01-2022

Tiempo de revisión del artículo : 66 días | Media tiempo revisión número 70: 35 días

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Estrada-Molina, O., & Fuentes-Cancell, D. (2022). Engagement and desertion in MOOCs: Systematic review. [El engagement y la deserción en los MOOCs: Revisión sistemática]. Comunicar, 70. https://doi.org/10.3916/C70-2022-09

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