Improving the MOOC learning outcomes throughout informal learning activities

Abstract

The Massive Open Online Courses (hereafter referred to as MOOC) were born as a space where the university could offer training outside of the boundaries of the classroom and based on informal and social learning. The characteristics of the MOOC: massification, heterogeneity of profiles, professions, educational levels and origin, to encourage informal learning by means of social technology. Nevertheless, the current MOOC are based on methodologies and technology linked with formal learning, moving the university academic model to the so-called XMOOC. In this article, an XMOOC has been designed and imparted that integrates informal learning activities. The study demonstrates that people that have undertaken activities based on informal learning have a better perception of the result of their learning. Similarly, those activities break current boundaries of the MOOC as is the continuity of the learning once the MOOC has been completed. The study also deals with establishing variables that allow the identification of a profile with willingness to carry out informal learning activities.

The Use of MOOCS in Online Engineering Education

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Do tutors make a difference in online learning? A comparative study in two Open Online Courses

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“Houston, we have a problem”: Revealing MOOC practitioners' experiences regarding feedback provision to learners facing difficulties

“…The Massive Open Online Courses (MOOCs) movement has shifted the educational reality beyond classroom borders [18]. On the basis of the principles of open and distance education, MOOCs provide learning experiences at a global scale and the ability to collaborate with individuals from diverse backgrounds.…”