Towards MOOCs scenaries based on collaborative learning approaches

Abstract

The MOOCs offers technologies which emerge as an alternative to support the blending of face-to-face pedagogies and virtual activities. However, a blended learning experience is influenced by several factors, such as: the student's attitude to learn; a well-known learning script; and interactions and group dynamic. This article proposes MOOCs scenarios based on the experience of two collaborative approaches implemented by the authors. These experiences are gathered in three aspects: methodological; technological; and educational practice. In conclusion, this article highlights a lack of services related with social interaction, monitoring and intervention by the instructors; without such services, the MOOCs technologies hardly support blended learning experiences.

Analysis of the students’ interactions and satisfaction during a Collaborative Lab Project

“…moodle.org). This assistant has been tested in several courses throughout different universities during the last five years (Echeverría, Cobos and Morales, 2013;Claros et al, 2014;Claros, Echeverria and Cobos, 2015;Echeverría and Cobos, 2015;Echeverria, 2017).…”

Automatic Group Formation for Large Classes in Distance Education

“…Uma experiência eficaz de aprendizagem em grupo é influenciada por alguns fatores, dentre eles estão a atitude do estudante para buscar conhecimento e aprender, interações com outros alunos e dinâmica de grupo [Claros and Leovy Echeverria 2015]. No entanto, os ambientes de educação a distância se destacam pela falta de serviços relacionados com a interação social, e sem esses serviços dificilmente experiências de aprendizagem colaborativa são oferecidas [Claros and Leovy Echeverria 2015].…”