An Analysis of the Profiles and the Opinion of Students Enrolled on xMOOCs at the University of Málaga

Abstract

The study aims to learn more about the profiles of students who attended several Massive Open Online Courses (MOOCs) at the University of Málaga (Málaga, Spain) and their opinion about them. The results of this study are based on a survey conducted by the students who completed the courses. The number of men and women as a whole is similar, although significant differences can be observed depending on the subject matter of the courses, which is also the case with the age of the students. The data revealed that 80% have university studies and 60% were working. The students in the sample learned about MOOCs mainly from other people (friends, social media, etc.) and showed a high level of satisfaction with them. It is significant that 99.4% would take another MOOC or that 97.9% would recommend it to a friend, colleague, or family member.

Learning Design Decisions in Massive Open Online Courses (MOOC) Applied to Higher Education in Civil-Engineering Topics

“…However, participation in the forums was predominately defined as "good". This lower valuation could be due to higher demands from the students in the involvement and feedback of the teaching team, in line with results obtained by [11], where students demanded more teaching support. The course design was evaluated, and results are shown in Figure 7.The methodology and resources, referenced in audiovisual and complementary materials, and evaluation mode, were classified by most surveyed students as "very good".…”

“…However, participation in the forums was predominately defined as "good". This lower valuation could be due to higher demands from the students in the involvement and feedback of the teaching team, in line with results obtained by [11], where students demanded more teaching support.…”

“…However, only 0.95% of participants showed interest in a certificate, in contrast to [21] and [25]. This contradiction can be explained by the seemingly unofficial nature of the certificates issued in most MOOCs [11].…”

Teaching Challenges in COVID-19 Scenery: Teams Platform-Based Student Satisfaction Approach

“…Without the need to generate version dependency, the support that was given was very diversified and the system was robust (especially in the ease of exploring and knowing fundamental aspects of a medium for a VLE). Teams is a powerful enough tool to implement educational applications and satisfy the needs of the UVM community, since it allows the application of techniques in the generation of knowledge and information management in the necessary time, given the nature of the process [8,27]. In the conception of person-to-person teaching and its dimensions regarding the role of the teacher and the part of the student in face-to-face courses, particular approaches to teaching and learning are presented: in person-to-person classes, the focus on education predominates wherein teachers perceive themselves as guides and facilitators of the construction of student knowledge, which is consistent with concepts [28,29] of skill development but also understanding the proposals of [30].…”

“…One of the main challenges is the speed with which the change to the ERT is intended to prevent quality issues of the courses. Developing a full course can take months when done correctly [8]. Therefore, classes created in these circumstances should not be accepted as a long-term alternative, but as a solution to an immediate problem.…”