Indicators of pedagogical quality for the design of a Massive Open Online Course for teacher training

Garza, Lorena Yadira Alemán de la; Vinuesa, Teresa Sancho; Zermeño, Marcela Georgina Gómez

doi:10.7238/rusc.v12i1.2260

Cited by 38 publications

(28 citation statements)

References 10 publications

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“…In this regard, proposals have been developed for indicators of the pedagogical quality of MOOCs. These specify dimensions that include pedagogical approach, tutorial activity, evaluation, user experience, motivation and resources (Alemán, Sancho-Vinuesa, & Gómez Zermeño, 2015), planning and management, learning design and communication/ interaction (Guerrero, 2015).…”

Section: Introductionmentioning

confidence: 99%

From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs

Fidalgo-Blanco

Séin-Echaluce

García-Peñalvo

2016

Int J Educ Technol High Educ

135

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The low completion rate for Massive Open Online Courses (MOOCs), averaging 10 % across total enrolment, highlights a need for close analysis of the underlying formative model. The methodology used here involves cooperation among MOOC participants to introduce new resources through social networks and the integration of these resources with previous teacher materials. The paper describes two MOOCs on distinct topics using this methodology and implemented on the same platform. The observed outcomes indicate increased completion rates for both courses as compared with other MOOCs developed on the same platform. Additionally, although participants in the two MOOCs differed in profile and personal goals, they reported similar perceptions of the quality of the learning experience, which was influenced by the knowledge management approach developed in the proposed methodology.

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Section: Introductionmentioning

confidence: 99%

From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs

Fidalgo-Blanco

Séin-Echaluce

García-Peñalvo

2016

Int J Educ Technol High Educ

135

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“…It is believed that studying the success of an online-learning course should not only focus on the quality of the technology it uses but focus more on the applicability of the information to the learners' day-to-day activities [24]. Our study focused on how learners were able or not able to use the learning from the MOOC and explored the factors and barriers in the applicability of the MOOC content in participants' work.…”

Section: Discussion: Principal Resultsmentioning

confidence: 99%

Data Collection Approaches to Enable Evaluation of a Massive Open Online Course About Data Science for Continuing Education in Health Care: Case Study (Preprint)

Alturkistani¹,

Majeed²,

Car³

et al. 2018

Preprint

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“…The study of De La Garza et al (2015) discussed the pedagogical, functional, technological, and time factors of using MOOCs and was designed to provide the teachers with a training program through MOOCs. The results shed light on the importance of the program design according to the participants' evaluation.…”

Section: Students and Instructors' Viewsmentioning

confidence: 99%

The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017- A Review of Literature

Alzahrani¹

2018

WJE

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In recent decades, the use of Massive Open Online Courses (MOOCs) has changed according to the different goals and studies that have been applied. Therefore, it is very important to explore and examine these changes and identify the development of use and conception of MOOCs. This research is considered empirical in nature and focuses on studies published between 2012 and 2017. The current study is conducted on three scientific databases to collect those studies that matched the research method and achieved its goal. Nine hundred seventy-nine studies were considered, and 37 studies have been selected for this study and will be analyzed based on study design and other variables. The collected studies utilized the qualitative method, quantitative method, and mixed-method approaches. These studies were analyzed through the use of MOOCs according to students' views, instructors' views, and students' and instructors' views. The results showed a different understanding of MOOCs between the students' views, instructors' views, and students' and instructors' views. Recommendations and future research opportunities are also discussed.

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Indicators of pedagogical quality for the design of a Massive Open Online Course for teacher training

Cited by 38 publications

References 10 publications

From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs

From massive access to cooperation: lessons learned and proven results of a hybrid xMOOC/cMOOC pedagogical approach to MOOCs

Data Collection Approaches to Enable Evaluation of a Massive Open Online Course About Data Science for Continuing Education in Health Care: Case Study (Preprint)

The Changes in Massive Open Online Courses (MOOCs) Studies between 2012 and 2017- A Review of Literature

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