Palabras clave

MOOC, aprendizaje MOOC, autoevaluación, estructura interpretativa, aprendizaje permanente, cogniciones del aprendizaje

Resumen

Los estudios han propuesto varios tipos de métodos de autoevaluación, sin embargo, muchos profesores, en el país, todavía consideran que la autoevaluación de estudiantes es «difícil de implementar». El objetivo de este artículo es optimizar la evaluación del método MOOC y establecer un paradigma integrado de autoevaluación para los estudiantes, en base de «centrado en estudiantes, asistido por profesores y compañeros». Se han seleccionado nueve factores clave que influyen en la implementación de autoevaluación del MOOC, y sobre esta base, a través del modelo de estructura interpretativa ISM y el método de análisis MICMAC, se han definido las relaciones entre estos factores y se ha establecido un paradigma integrado de seis niveles de la autoevaluación de estudiantes. Además, se han dado unas proposiciones para optimizar la autoevaluación del MOOC. En primer lugar, se necesitan utilizar la autoevaluación del MOOC como un método de evaluación formativa. En segundo lugar, las universidades deberían, mediante la publicidad, aumentar la conciencia de los estudiantes sobre la autoevaluación. En tercer lugar, las universidades pueden ofrecer programas de evaluación para mejorar la calidad de la evaluación de los estudiantes. En cuarto lugar, se utilizan los medios tecnológicos para optimizar el entorno de autoevaluación de estudiantes. Este estudio es significativo para hacer la autoevaluación como una base del aprendizaje online, y así, promover los efectos del MOOC.

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Ficha técnica

Recibido: 01-09-2022

Revisado: 06-10-2022

Aceptado: 29-11-2022

OnlineFirst: 30-01-2023

Fecha publicación: 01-04-2023

Tiempo de revisión del artículo : 35 (en días) | Media de tiempo de revisión de los manuscritos del número 75: 32 (en días)

Tiempo de aceptación del artículo: 89 (en días) | Media tiempo aceptación de los manuscritos del número 75: 93 (en días)

Tiempo de edición OnlineFirst: 167 (en días) | Media tiempo edición de los OnlineFirst del número 75: 171 (en días)

Tiempo de publicacicón final del artículo: 212 (en días) | Media tiempo de publicación final de los articulos del número 75: 216 (en días)

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Duan, T., & Wu, B. (2023). The student self-assessment paradigm in MOOC: An example in Chinese higher education. [Paradigma de autoevaluación de estudiantes en MOOC: El caso de la educación superior en China]. Comunicar, 75. https://doi.org/10.3916/C75-2023-09

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