Who Takes a MOOC? Profile of Students in the Framework of a European Project

Díaz, Elia María Fernández; Hoyos, Carlos Rodríguez; Domínguez, José Luis Belver; Salvador, Adelina Calvo

doi:10.17718/tojde.727968

Cited by 6 publications

(4 citation statements)

References 31 publications

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“…Likewise, MOOCs facilitate the organization and performance of collaborative activities at any time through the communication and discussion tools (Albelbisi & Yusop, 2019;Li et al, 2020;Zhou, 2017). Also, these platforms allow the access to the information of the courses from anywhere (Fernandez-Díaz et al, 2020;Watson et al, 2018;Zhou, 2017).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

et al. 2022

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Technological advances such as Massive Open Online Courses (MOOCs) and Information and Communication Technologies (ICT) allow the construction of new spaces where students consult the information at any time, take the online exams and communicate with the participants of the educational process from anywhere. This quantitative research analyzes the perception of the teachers about the organization of the school activities in MOOCs and use of ICT considering machine learning and decision tree techniques (data science). The participants are 122 teachers (58 men and 64 women) from the National Autonomous University of Mexico who took the "Innovation in University Teaching 2020" Diploma. The academic degree of these educators is Bachelor (n = 35, 28.69%), Specialty (n = 4, 3.28%), Master (n = 58, 47.54%) and Doctorate (n = 25, 20.49%). The results of machine learning (linear regressions) indicate that the organization of the school activities in MOOCs positively influences the motivation, participation and learning of the students. Data science identifies 3 predictive models about MOOCs and ICT through the decision tree technique. According to the teachers of the National Autonomous University of Mexico, the organization of the school activities in MOOCs and use of ICT play a fundamental role during the COVID-19 pandemic. The implications of this research promotes that educators use MOOCs and ICT to improve the educational conditions, create new remote school activities and build new virtual learning spaces. In conclusion, universities with the support of technological tools can improve the teaching-learning process and update the course during the COVID-19 pandemic. In particular, MOOCs represent a technological alternative to transform the school activities in the 21st century.

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Section: Introductionmentioning

confidence: 99%

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

et al. 2022

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“…It should be ruled out that these trainings have been perfected over time and that there has been implementation of new pedagogical models that, supported by digital technologies and resources, help students interact with the course content in an active way, reducing the critical aspects of this training model [25][26][27]. Studies are identified that even suggest that MOOCs should be designed under sustainable, social, and communicative curricular approaches while enhancing interaction in collaborative work [28]. Additionally, these interactions under social learning models support intercultural dialogue, interdisciplinary collaboration, inclusive learning opportunities, awareness of global problems, critical engagement, and knowledge generation [29].…”

Section: Introductionmentioning

confidence: 99%

Massive Open Online Courses (MOOC) within the Framework of International Developmental Cooperation as a Strategy to Achieve Sustainable Development Goals

Díaz

Sánchez

2020

Sustainability

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Massive Online Open Courses (MOOCs) offer the opportunity to implement a quality education timetable for those who lack the means due to economic, travel, or temporary availability limitations. Because of this, some non-governmental development organizations (NGOs), working in Latin American countries, are trying to implement this type of educational model within their educational projects. This article presents a case study on the development of a MOOC within the framework of international development cooperation carried out by an NGO and the National Autonomous University of Nicaragua. The research aims to analyze the opportunities and challenges of free, open, online teaching as a tool for achieving Sustainable Development Goal 4, and explore new educational possibilities to train people and contribute to the development of the communities in which they live. From a qualitative approach, grounded theory has been used as a holistic methodology for collecting, analyzing, and interpreting data, allowing the generation of theory in a systematic way. The most effective pedagogical models are evidenced to achieve the learning objectives and observe the challenges to be faced in order to achieve the effectiveness of MOOCs in this context. In conclusion, more applied research is needed to address the challenges that today’s societies, in times of pandemic, are facing at an educational and sustainability level.

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“…A typical case in point is massive open online courses (MOOCs). Despite the hype around democratizing higher education, the actual beneficiaries of MOOCs are mostly well-educated individuals with university degrees from relatively better-developed regions of the world rather than those who are in desperate need of higher education opportunities (Christensen et al, 2013;Fernandez-Dıaz et al, 2020). A review of publications in seven peer-reviewed ODE journals from 2009 to 2013 also shows that the underprivileged and disadvantaged population seldom constitutes the research subjects (Bozkurt et al, 2015).…”

Section: Ode For the Underprivileged And Disadvantagedmentioning

confidence: 99%

Critical Issues in Open and Distance Education Research

Xiao

2023

IRRODL

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Despite its mainstreaming into the broader educational ecology, open and distance education (ODE) still leaves much to be desired in terms of both practice and research. Inspired and informed by the author’s 35 years of experience as an ODE practitioner, researcher, reviewer, and editor, this article concentrates on 10 critical issues of ODE research that have long existed but may have a consequential impact on its healthy growth. The issues discussed cover scarcity of longitudinal research, paucity of scaling-up and generalization research, preference for success over failure presented in research, the need for a systems approach, lack of sociocultural sensitivity, technologization of research, scant attention to ODE for the underprivileged and disadvantaged, insufficient research on ODE policy, negligence of historical research, and disinterest in revisiting ODE theories. The causes of these problems are critically interpreted and their possible negative impacts on the field of ODE are explored in a concise manner. The purpose of this article is to encourage further discussion and debate on ODE research to sustain its presence and acceptance as a legitimate mode of education in the wider educational community.

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Who Takes a MOOC? Profile of Students in the Framework of a European Project

Cited by 6 publications

References 31 publications

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

Teachers’ Perception About MOOCs and ICT During the COVID-19 Pandemic

Massive Open Online Courses (MOOC) within the Framework of International Developmental Cooperation as a Strategy to Achieve Sustainable Development Goals

Critical Issues in Open and Distance Education Research

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