Características Disruptivas dos Massive Open Online Courses (MOOCs): Uma Análise Exploratória no Ensino Superior Brasileiro

Moura, Valéria Feitosa de; Souza, César Alexandre de

doi:10.21714/2238-104x2017v7i2-33103

Cited by 2 publications

(3 citation statements)

References 27 publications

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“…It is worth highlighting that Brazil has a restrictive educational legislation regarding higher education, which makes it difficult to establish platforms combining contents from multiple universities for validation of lato sensu postgraduate courses, for instance. Even so, many higher education institutions have adopted courses from these platforms into their curriculum on a complementary basis (De Moura & de Souza, 2017).…”

Section: Changes In the Educational Sector: Mooc And Facultymentioning

confidence: 99%

“…Although digital platforms are the subjects of debate in the literature on strategy (Parker et al, 2019;McIntyre & Srinivasan, 2017;T€ auscher & Laudien, 2018), there are still a few studies focusing on educational platforms for management (Belleflamme & Jacqmin, 2016;Ospina-Delgado, Zorio-Grima, & Garcia-Bernau, 2016;Vera & Gosling, 2019). This becomes even more sensitive when one evaluates the few studies on the Brazilian reality (Goto, 2015;De Moura & de Souza, 2017). On the other hand, studies on MOOC have focused on drop-out, completion and retention of students as well as on the North American scenario (Rasheed, Kamsin, Abdullah, Zakari, & Haruna, 2019).…”

Section: Introductionmentioning

confidence: 99%

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Faculty experience and digital platforms in education

Santos¹,

Cernev

Saraiva³

et al. 2022

REGE

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PurposeDigital platforms have enabled the emergence of new business models by transforming the competitive scenario, labour, traditional management activities and strategies of the organisations regarding a number of productive sectors. The objective of this study is to analyse these changes in the educational sector from the view of professors who produce content in digital platforms, such as the massive open online courses (MOOCs).Design/methodology/approachIn-depth interviews were conducted with 10 Brazilian professors using MOOC. The methodology proposed by Bardin (2011) and the board’s guidelines (2013) were used for content analysis.FindingsPositive aspects such as autonomy, higher financial gains, geographic coverage, quality of life and cheaper and quicker courses were identified in the present study, whereas negative aspects were disclosure and sales performed by faculty members, problems with technical support, demand for new skills (e.g. digital marketing), new teaching methods and opportunities perceived by the professors.Research limitations/implicationsThe results found cannot be generalised to different publics and contexts.Originality/valueThe results contribute to a better understanding of the new business models on digital platforms as they show evidence of how these techniques are contributing to digital transformation of traditional sectors. This model can be used to connect professors who produce content to those who want to learn as well as to enable remote operations in educational institutions. Additionally, managers, CEOs and entrepreneurs of the sector can use MOOC as a reference when formulating their strategies.

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Section: Changes In the Educational Sector: Mooc And Facultymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Faculty experience and digital platforms in education

Santos¹,

Cernev

Saraiva³

et al. 2022

REGE

View full text Add to dashboard Cite

show abstract

“…Due to its unbroken growth, this special type of OER has prompted a lot of research [9][10][11]. MOOCs prompted many authors to investigate the potential of such a so-called "disruptive innovation" [12][13][14][15], even though this innovation is not disruptive, but an adaptation of old and well-established pedagogical approaches in online learning [16]. Ref.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Literature Review on the Quality of MOOCs

Stracke

Trisolini

2021

Sustainability

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This paper presents the findings from a systematic literature review on the quality of massive open online courses (MOOCs). The main research question was “How can the quality criteria for MOOCs identified in the analysed studies from the systematic literature review be best organised in a categorisation scheme?” The systematic literature review was conducted using the PRISMA procedures. After conducting the screening and eligibility analysis according the pre-defined criteria, 103 studies were finally selected. The analysis was done in iterative cycles for continuous improvements of the assignments and clustering of the quality criteria. The final version was validated in consensus through the categorisation and assignment of all 103 studies in a consistent way to four dimensions (pedagogical, organisational, technological, and social) and their sub-categories. This quality framework can be re-used in future MOOC research and the discussion of the analysed studies provides a current literature overview on the quality of MOOCs.

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Características Disruptivas dos Massive Open Online Courses (MOOCs): Uma Análise Exploratória no Ensino Superior Brasileiro

Abstract: ResumoAs instituições de ensino superior são um importante indicador dos recursos de conhecimento de uma nação, mas estão enfrentando desafios em muitas regiões do mundo. Palavras-chave: inovação disruptiva, MOOC, ensino superior, países em desenvolvimento

Cited by 2 publications

References 27 publications

Faculty experience and digital platforms in education

Faculty experience and digital platforms in education

A Systematic Literature Review on the Quality of MOOCs

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