2015
DOI: 10.3916/c44-2015-02
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Abstract: RESUMENLos cursos MOOC se han entendido como la última evolución del aprendizaje en red, y desde su nacimiento en 2008 se han puesto en práctica en un buen número de universidades. A pesar del éxito social de estas propuestas, tanto el diseño del aprendizaje como la eficacia de sus resultados han sido puestos en duda. Actualmente la mayoría de las publicaciones se centran más en discutir su potencial para ofrecer educación de calidad en todo el mundo a gran escala que en la medición rigurosa de los resultados … Show more

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Cited by 47 publications
(38 citation statements)
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References 17 publications
(8 reference statements)
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“…Wilkowski et al (2014) demonstrated that student goals at the beginning of a MOOC predicted almost half of the variance in their participation throughout the course. Similar advances have been made in MOOC research of student motivation in the past 2 years, with researchers identifying different patterns of motivation that are related to participation (e.g., Littlejohn et al, 2016;Milligan et al, 2013), or final grade (e.g., Castaño et al, 2015), or retention (Xiong et al, 2015). These studies are unveiling relationships that provide preliminary support for theories of motivation and learning, however most rely on students' retrospective comments about their motivation (e.g., Castaño et al, 2015;Milligan et al, 2013).…”
Section: Achievement Motivation In Moocsmentioning
confidence: 91%
See 3 more Smart Citations
“…Wilkowski et al (2014) demonstrated that student goals at the beginning of a MOOC predicted almost half of the variance in their participation throughout the course. Similar advances have been made in MOOC research of student motivation in the past 2 years, with researchers identifying different patterns of motivation that are related to participation (e.g., Littlejohn et al, 2016;Milligan et al, 2013), or final grade (e.g., Castaño et al, 2015), or retention (Xiong et al, 2015). These studies are unveiling relationships that provide preliminary support for theories of motivation and learning, however most rely on students' retrospective comments about their motivation (e.g., Castaño et al, 2015;Milligan et al, 2013).…”
Section: Achievement Motivation In Moocsmentioning
confidence: 91%
“…Similar advances have been made in MOOC research of student motivation in the past 2 years, with researchers identifying different patterns of motivation that are related to participation (e.g., Littlejohn et al, 2016;Milligan et al, 2013), or final grade (e.g., Castaño et al, 2015), or retention (Xiong et al, 2015). These studies are unveiling relationships that provide preliminary support for theories of motivation and learning, however most rely on students' retrospective comments about their motivation (e.g., Castaño et al, 2015;Milligan et al, 2013). A more reliable approach is to measure students' motivation and goals at specific points in time, such as when they enrol or at the beginning of the course (Kizilcec & Schneider, 2015;Xiong et al, 2015), or at various points throughout the course (de Barba, Kennedy & Ainley, 2016).…”
Section: Achievement Motivation In Moocsmentioning
confidence: 91%
See 2 more Smart Citations
“…Regarding this, Castaño-Garrido et al (2015) consider that MOOC are an evolution of networked learning and most of publications on this subject are focused on discussing their potential to provide quality education in worldwide scale rather than on measuring rigorous learning outcomes. Taking this into consideration, there are some interesting MOOC research opportunities related to identifying accreditation, teaching, assessment and curricular issues.…”
Section: Getting Deep Into Free Access Contentmentioning
confidence: 99%