The MOOC are much alive. Some questions answered
DOI:
https://doi.org/10.5944/ried.20.1.17488Keywords:
MOOCs, ICT, distance education, quality criteria, higher education, online learning, assessment, innovation.Abstract
In a previous work (Garcia Aretio, 2015), we expressed doubts about the MOOC phenomenon using 90 questions. In this editorial, we summarize these questions in the following nine headings: a) the conceptual basis; b) methodological issues; c) teaching, types and tasks; d) participants profiles and attitudes; e) quality, academic performance and school drop-out; f) university and MOOCs; g) technological support and video; h) economy and MOOCs; and i) reviews of the scientific literature on MOOCs. In RIED a total of 30 articles related to MOOCs have been published to date. Here we summarize many valuable answers provided therein to the questions abovementioned.
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References
Aguaded, I.; Vázquez-Cano, E. y López-Meneses, E. (2016). El impacto bibliométrico del movimiento MOOC en la Comunidad Científica Española. Educación XX1, 19(2), 77-104, doi: 10.5944/educXX1.13217
Bates, A. W., y Sangrá, A. (2012). La gestión de la tecnología en la educación superior. Estrategias para transformar la enseñanza y el aprendizaje. Barcelona: Octaedro.
Downes, S. (2008). Places to go: connectvism & connective knowledge. Innovate. Journal of Online Education, 4 (6), (1-6). Nova Southeastern University. Disponible en: http://nsuworks.nova.edu/cgi/viewcontent.cgi?article=1037&context=innovate
NOTA: Las referencias a RIED que se recogen en este artículo, corresponden a los trabajos que se reseñan en la Tabla 2 del artículo.
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