yes
Palavras chave
Ensino superior, aprendizagem, motivação, ambiente virtual de aprendizagem, ambientes de aprendizagem colaborativa, aprendizagem virtual, inovação educacional, pesquisa educacional
Resumo
Os cursos MOOCs vêm sendo compreendidos como a última evolução da aprendizagem em rede e, desde seu nascimento em 2008, foi posto em prática em número considerável de universidades. Apesar do êxito social destas propostas, tanto o projeto da aprendizagem, quanto a eficácia de seus resultados, têm sido postos à prova. Atualmente, a maioria das publicações centra-se mais em discutir seu potencial para oferecer educação de qualidade em todo o mundo em grande escala que na medição rigorosa dos resultados de aprendizagem. O presente trabalho mostra os resultados de uma pesquisa centrada no projeto pedagógico de um curso MOOC colaborativo e sua influência na motivação e nos resultados acadêmicos obtidos. O projeto foi validado por meio de um estudo Delphi e a variável «motivação» foi controlada através de um instrumento padronizado (Instructional Materials Motivation Survey, IMMS). O rendimento acadêmico foi avaliado por meio de evidências de aprendizagem. Defende que o projeto, definido por uma utilização intensiva de redes sociais e realização de atividades por parte dos estudantes em seus Ambientes Virtuais de Aprendizagem, influi no rendimento, e é a satisfação com a percepção do projeto e a variável que media essa relação. Os resultados acadêmicos obtidos e a motivação dos estudantes avaliam a utilização de cursos MOOCs colaborativos em estudos universitários.
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Technical information
Recebido: 30-04-2014
Revisado: 19-05-2014
Aceite: 21-06-2014
OnlineFirst: 15-11-2014
Data de publicação: 01-01-2015
Tempo de revisão do artigo: 19 dias | Tempo médio de revisão do número 44: 37 dias
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Como citar
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