Comunicar Journal Blog

Xiao Wan: Review of Design, Motivation and Performance in a Cooperative MOOC Course

Review: Design, Motivation and Performance in a Cooperative MOOC Course

Comunicar, n. 44, v. XXII, 2015

by Castaño, C., Maiz, I., & Garay, U.

MOOC

Nowadays, MOOCs are seen as the latest evolution in online learning for their potential to offer quality, large-scale education worldwide. While little research has focused on measuring learning outcomes. This paper shows the results of a research study that focused on the pedagogical design of a cooperative MOOC and its influence on motivation and academic results. There are three questions to be explored in this research, including:

a) Is there a relationship between academic performance and the pedagogical design of the course?

b) Is there a relationship between students’ motivation and the pedagogical design of the course?

c) Is there a relationship between academic performance and students’ motivation?

A Delphi study was used to validate the design, and the motivation variable was controlled using the Instructional Materials Motivation Survey (IMMS). The research discovers that the pedagogical design of the course has an influence on both academic performance and students’ motivation. As for the third question, although there is no direct relationship between global motivation and performance, yet there exists such a relationship between global motivation and one of the factors that constitutes motivation, namely satisfaction.

This research mainly used a quantitative research method to analyze the relationship between the pedagogical design and students’ motivation and academic results. Such kind of data and analysis can make readers clearly understand the research results. While more details are expected to be seen in the further research of this topic, such as how the pedagogical design influence on the students’ motivation and academic results. In my own opinion, qualitative research method can be used as a supplementary means in that situation.

This review article is composed by

Ms. XIAO Wan

Doctoral student,

Nanjing Normal University

xiao wan

“A Digital Repository of Filmic Content as a Teaching Resource”

Tobías, M.Á., Duarte, M.C. & Kemczinski, A. (2015). A Digital Repository of Filmic Content as a Teaching Resource [Un repositorio digital de contenido fílmico como recurso didáctico]. Comunicar, 44, 63-71. (DOI: 10.3916/C44-2015-07).

Just what you were looking for? The surrounding world is itself immersed in a continuously evolving process in which the adjective dynamic defines the language as well as its teaching and learning processes. Regarding the use of video in the classroom, the development of new technologies has facilitated rapid progress since its earliest references in the first half of the 20th century. This has led to an increase in teachers’ interest and longing to share their teaching experience. There is a desire to get to know one’s counterparts, a desire which has been accelerated by innovations such as Internet 2.0. In this way, teachers multiply the rewarding feeling they get from the effort they put into preparing material. Nowadays, not only do our own pupils benefit from our work, but teachers and students globally can also reap the rewards.

In this article from the journal Comunicar, the authors present a project designed to recover informative content from videos (known by the acronym RECIF in Portuguese). Their objective is to gather videos to include in lessons, an idea that has been developing over the past few years. More information can be found on their website, available in Portuguese, Spanish and English, and presented from Paraná, Brazil (http://www.recif-ufpr.net/es/). One of the current gaps regarding the use of authentic audiovisual material is precisely the difficulty of sharing such resources; projects like RECIF mark a new era in which such difficulties are overcome..

As a result, this type of initiative provides web users with a resource that is refreshed daily, optimising time and effort and preventing teachers from having to reinvent the wheel every day.

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