Mujeres en un MOOC. Brecha, Vulnerabilidad y Marcas de Género. Reflexiones desde un estudio de caso cualitativo

  1. Montes-Rodríguez, Ramón
  2. Herrada-Valverde, Rosario Isabel
  3. Martínez-Rodríguez, Juan Bautista
Revista:
Revista Mediterránea de Comunicación: Mediterranean Journal of Communication

ISSN: 1989-872X

Año de publicación: 2019

Volumen: 10

Número: 1

Páginas: 27-39

Tipo: Artículo

DOI: 10.14198/MEDCOM2019.10.1.11 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Revista Mediterránea de Comunicación: Mediterranean Journal of Communication

Objetivos de desarrollo sostenible

Resumen

Online training and, specifically, MOOC courses appear to be revolutionising the most traditional educational conceptions, generating new paradigms. However, parts of the assumptions on which these paradigms are constructed are usually blind to gender differences in the access to and use of technology. This study investigates how these new online training designs, from a horizontal conception of learning, may function in a discriminatory way towards women. Through a qualitative case study, information is provided on the following issues from a gender perspective: (1) what difficulties participants show and how they show them, (2) how the ways of sharing vary, (3) how they manage time and (4) how they act within the massive context of the MOOC. Through semi-structured interviews and virtual ethnography techniques, the results show how this course understands and combines the different levels of access and technological skills; how there exists a clear asymmetry in terms of gender when the students share knowledge and information; and how learning ubiquity and temporary flexibility to perform this type of training can be associated with additional difficulties for women.

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Fuente de los datos: Dialnet