El aprendizaje de competencias en los MOOCuna Revisión Sistemática de Literatura
- Romero-Córdova, Juan Francisco 1
- Arriazu-Muñoz, Rubén 2
- 1 Universidad Tecnológica Equinoccial (Ecuador)
- 2 Universidad de Extremadura (España)
ISSN: 1695-288X
Year of publication: 2023
Volume: 22
Issue: 1
Pages: 107-122
Type: Article
More publications in: RELATEC: Revista Latinoamericana de Tecnología Educativa
Abstract
Massive Open Online Courses (MOOC) are an essential element to understand the digital, ubiquitous and segmented transformation of learning processes in the last decade. This article aims to analyse this issue through a Systematic Literature Review (SLR) that delves into scientific research whose main focus is the teaching-learning processes and the development of educational competences in MOOCs. To develop this work, we started from the criteria and recommendations of the PRISMA protocol (2020) and the search using keywords in the SCOPUS and WOS databases in the period from 2010 to 2021. The search combinations have been carried out using Boolean operators and screening using the following selection criteria: 1) Educational Stage (Primary, Secondary and Higher Education), 2) Target audience (Teachers, Students, Managers), 3) Type of Studies (Quantitative, Qualitative and Mixed Studies) and 4) Types of Competences Developed (Digital, Didactic, Pedagogical and Curricular). All these criteria lead us to an initial sample of 1,766 scientific articles that, finally, after the filtering process was reduced to 43 scientific publications. The results of the research point to the importance of personalising and making learning environments more flexible in MOOCs oriented towards the development of educational competences in order to mitigate problems such as dropout or lack of motivation.
Bibliographic References
- Admiraal, W., Huisman, B., y Ven, M. V. de. (2014). Self- and Peer Assessment in Massive Open Online Courses. International Journal of Higher Education, 3(3), 119.
- Ahumada G., O. D., y De la Hoz Gutiérrez, N. (2019). MOOC y su efecto en el desarrollo del pensamiento crítico de los estudiantes de la básica secundaria en el área de lengua castellana [Tesis Doctoral]. https://repositorio.cuc.edu.co/handle/11323/5873
- Arnavut, A., Bicen, H., y Tugun, V. (2021). An Evaluation of Classroom Teachers’ Opinions on online Material Preparation Training through Mooc and Blended Education Model. Turkish Online Journal of Distance Education, 21, 1-11. https://doi.org/10.17718/TOJDE.770887
- Asensio, J. I., Dimitriadis, Y., Pozzi, F., Hernández-Leo, D., Prieto, L. P., Persico, D., y Villagrá-Sobrino, S. L. (2017). Towards teaching as design: Exploring the interplay between full-lifecycle learning design tooling and Teacher Professional Development. Computers y Education, 114, 92-116. https://doi.org/10.1016/j.compedu.2017.06.011
- Atenas, J. (2015). Model for democratisation of the contents hosted in MOOCs. RUSC Universities and Knowledge Society Journal, 12(1), 3-14. https://doi.org/10.7238/rusc.v12i1.2031
- Ballesteros, M. L., Mercado, M. A., García-Vázquez, N. J., y Glasserman, L. D. (2020). Teacher professional learning experiences in MOOC: Teachers from sonora, Mexico who participated in the key learning collection. Texto Livre, 13(3), 79-102. https://doi.org/10.35699/1983-3652.2020.25099
- Beltrán, M. D. J., y Ramírez-Montoya, M. S. (2019). Innovation in the instructional design of open mass courses (MOOCs) to develop entrepreneurship competencies in energy sustainability. Education in the Knowledge Society, 20, 15. https://doi.org/10.14201/eks2019_20_a5
- Bonafini, F. C. (2018). Characterizing super-posters in a MOOC for teachers’ professional development. Online Learning Journal, 22(4), 89-108. https://doi.org/10.24059/olj.v22i4.1503
- Brugha, M., y Hennessy, S. (2022). Educators as creators: Lessons from a mechanical MOOC on educational dialogue for local facilitators. Irish Educational Studies, 41(1), 225-243. https://doi.org/10.1080/03323315.2021.2022527
- Cabero, J., Barroso, J., Palacios, A., y Llorente, C. (2021). Evaluation of university t-MOOC on teaching digital competences through expert judgment according to the DigCompEdu Framework. Revista de Educación a Distancia, 21(67), 1-30. https://doi.org/10.6018/RED.476891
- Caerols, R., Sindorenko, P., & Osuna, S. (2021). Los MOOC en la formación continua y especializada: ¿nuevas narrativas y formatos audiovisuales? Mitos y retos. RIED Revista Iberoamericana de Educación a Distancia, 25(1).
- https://doi.org/10.5944/ried.25.1.30023
- Castaño, J., Kreijns, K., Kalz, M., y Punie, Y. (2017). Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey. Journal of Computing in Higher Education, 29(1), 28-46. https://doi.org/10.1007/s12528-016-9123-z
- Castaño, C., Maiz, I., y Garay, U. (2015). Social networks and cooperative learning in a MOOC [Redes sociales y aprendizaje cooperativo en un MOOC]. Revista Complutense de Educación, 26, 119-139. https://doi.org/10.5209/rev_RCED.2015.v26.46328
- Cheng, E. (2014). Learning Study: Nurturing the instructional design and teaching competency of pre-service teachers. Asia-Pacific Journal of Teacher Education, 42(1), 51-66. https://doi.org/10.1080/1359866X.2013.869546
- Chiu, T. K. F., y Hew, T. K. F. (2018). Factors influencing peer learning and performance in MOOC asynchronous online discussion forum. Australasian Journal of Educational Technology, 34(4), 16-28. https://doi.org/10.14742/ajet.3240
- Coll, C. (2013). El currículo escolar en el marco de la nueva ecología del aprendizaje. Aula de Innovación Educativa, 219, 31-36.
- Conole, G. (2016). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs. RED: Revista de Educación a Distancia, Extra 50, 1-18.
- Cormier, D., y Siemens, G. (2010). The Open Course: Through the Open Door--Open Courses as Research, Learning, and Engagement. EDUCAUSE Review, 45(4), 30.
- Díaz, V. R., Barrios, H., y Guerra, Y. M. (2021). Tendencias temáticas de investigación sobre MOOC en el ámbito colombiano: Revisión sistemática. Revista Educación en Ingeniería, 16(31), 89-97.
- Downes, S. (2011). Free Learning Essays on Open Educational Resources and Copyright. 249.
- Estrada, O., y Fuentes, D.R. (2022). Engagement and desertion in MOOCs: Systematic review. Comunicar, 30(70), 111–124. https://doi.org/10.3916/c70-2022-09
- Fidalgo, Á., Sein, M. L., y García, F. J. (2013). MOOC cooperativo. Una integración entre cMOOC y xMOOC . En las Actas del II Congreso Internacional sobre Aprendizaje, Innovación y Competitividad, CINAIC 2013 (Madrid, 6-8 de noviembre de 2013). Páginas 481-486. Madrid, España: Fundación General de la Universidad Politécnica de Madrid.
- Gallego, M.J., Gamiz, V. M., y Gutiérrez, E. (2015). Tendencias en la evaluación del aprendizaje en cursos en línea masivos y abiertos. Educación XX1, 18(2), Article 2. https://doi.org/10.5944/educxx1.12935
- Garreta, M., Hernández, D., y Sloep, P. B. (2018). Evaluation to support learning design: Lessons learned in a teacher training MOOC. Australasian Journal of Educational Technology, 34(2), 56-77. https://doi.org/10.14742/ajet.3768
- González, R. P. L., Arroyo, G. C., y Serrano, E. L. (2021). Study and evaluation of the design of the learning activities of the MOOC Colección de Aprendizajes Clave. Revista de Educación a Distancia, 21(67), 1-24. https://doi.org/10.6018/RED.478311
- Hayward, D., Mousavi, A., Carbonaro, M., Montgomery, A., y Dunn, W. (2022). Exploring Preservice Teachers Engagement With Live Models of Universal Design for Learning and Blended Learning Course Delivery. Journal of Special Education Technology, 37(1), 112-123. https://doi.org/10.1177/0162643420973216
- Hernández, E., Romero, S., y Ramírez, M. S. (2015). Evaluación de competencias digitales didácticas en cursos masivos abiertos: Contribución al movimiento latinoamericano. Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, 44, 81-90.
- Hernández-Correa, J. M., y Pérez-Sanagustín, M. del M. (2022). A MOOC-based experience in secondary education for student inclusion. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 17(1), 67–78. https://doi.org/10.1109/rita.2022.3149829
- Karlsson, N., y Godhe, A. L. (2016). Creating a Community Rather Than a Course—Possibilities and Dilemmas in an MOOC. Education Sciences, 6(2), 18. https://doi.org/10.3390/educsci6020018
- Kaul, M., Aksela, M., y Wu, X. (2018). Dynamics of the community of inquiry (CoI) within a massive open online course (MOOC) for in-service teachers in environmental education. Education Sciences, 8(2), 40. https://doi.org/10.3390/educsci8020040
- Kellogg, S., y Edelmann, A. (2015). Massively Open Online Course for Educators (MOOC-Ed) network dataset. British Journal of Educational Technology, 46(5), 977-983. https://doi.org/10.1111/bjet.12312
- Li, S., Sun, Z., y Luo, L. (2021). Differences in learning effects among teachers who participate in individual and in
- groups in a MOOC. International Journal of Information and Education Technology, 11(4), 184-188. https://doi.org/10.18178/ijiet.2021.11.4.1509
- Mercado, M. A., García, R. I., y Lozano, A. (2019). Contributions of a Massive Open Online Course (MOOC) on the transfer of learning. Formación Universitaria, 12(5), 31-40. https://doi.org/10.4067/S0718-50062019000500031
- Milligan, C., y Littlejohn, A. (2017). Why study on a MOOC? The motives of students and professionals. International Review of Research in Open and Distance Learning, 18(2), 92-102. https://doi.org/10.19173/irrodl.v18i2.3033
- Nissenson, P. M., y Shih, A. C. (2016). MOOC on a budget: Development and implementation of a low-cost MOOC at a state university. Computers in Education Journal, 16(1), 8-23.
- Oakley, B., Poole, D., y Nestor, M. A. (2016). Creating a sticky MOOC. Journal of Asynchronous Learning Network, 20(1), 1-12. https://doi.org/10.24059/olj.v20i1.731
- Osuna, S., y Escaño, C. (2016). MOOC: Transitando caminos educomunicativos hacia el conocimiento democratizado, abierto y común. Revista Mediterránea de Comunicación, 7(2), 3-6. https://doi.org/10.14198/MEDCOM2016.7.2.20
- Oyo, B., Kalema, B. M., y Byabazaire, J. (2017). MOOCs for in-service teachers: The case of Uganda and lessons for África. Revista Española de Pedagogía, 75(266), 121-141. https://doi.org/10.22550/REP75-1-2017-07
- Poce, A. (2020). A massive open online course designed to support the development of virtual mobility transversal skills: Preliminary evaluation results from European participants. Journal of Educational, Cultural and Psychological
- Studies, (21), 255-273. https://doi.org/10.7358/ecps-2020-021-poce
- Rayyan, S., Fredericks, C., Colvin, K. F., Liu, A., Teodorescu, R., Barrantes, A., Pawl, A., Seaton, D. T., y Pritchard, D. E. (2016). A MOOC based on blended pedagogy. Journal of Computer Assisted Learning, 32(3), 190-201. https://doi.org/10.1111/jcal.12126
- Reigeluth, C. M., Lizenberg, N., y Ros, M. Z. (2012). Teoría instruccional y tecnología para el nuevo paradigma de la educación. RED: Revista de Educación a Distancia, 32, 2-22.
- Rizvi, S., Rienties, B., Rogaten, J., y Kizilcec, R. F. (2019). Investigating variation in learning processes in a FutureLearn MOOC. Journal of Computing in Higher Education, 32, 162-181. https://doi.org/10.1007/s12528-019-09231-0
- Rodés, V., Porta, M., Garófalo, L., y Enríquez, C. R. (2021). Teacher education in the emergency: A MOOC-inspired teacher professional development strategy grounded in critical digital pedagogy and pedagogy of care. Journal of Interactive Media in Education (1), 12. https://doi.org/10.5334/jime.657
- Roig, R., Mengual, S., y Suárez, C. (2014). Evaluación de la calidad pedagógica de los MOOC. Profesorado: Revista de Curriculum y Formación del Profesorado, 18(1), 27-41.
- Romero, C. (2022). El IAPH planifica una segunda edición del MOOC Patrimonio cultural de Andalucía. PH: Boletín del Instituto Andaluz del Patrimonio Histórico, 30(105), 51-53.
- Salmon, G., Gregory, J., Dona, K., y Ross, B. (2015). Experiential online development for educators: The example of the Carpe Diem MOOC. British Journal of Educational Technology, 46(3), 542-556. https://doi.org/10.1111/bjet.12256
- Sánchez-Acosta, E., y Escribano, J. J. (2014). Clasificación de medios de evaluación en los MOOC. Edutec. Revista Electrónica de Tecnología Educativa (48), a279. https://doi.org/10.21556/edutec.2014.48.137
- Sánchez-Vera, M. M., y Prendes, M. P. (2015). Beyond objective testing and peer assessment: Alternative ways of assessment in MOOCs. RUSC Universities and Knowledge Society Journal, 12(1), 119-130. https://doi.org/10.7238/rusc.v12i1.2262
- Sezgin, S. (2020). Teacher education MOOCs: Re-thinking professional development of teachers according to the MOOC experiences of preservice teachers and teacher trainers. Elementary Education Online, 19(4), 2484-2502. https://doi.org/10.17051/ilkonline.2020.764616
- Shamir, T., y Blau, I. (2020). Micro-learning in designing professional development for ICT teacher leaders: The role of self-regulation and perceived learning. Professional Development in Education. https://doi.org/10.1080/19415257.2020.1763434
- So, S. (2016). Mobile instant messaging support for teaching and learning in higher education. The Internet and Higher Education, 31, 32-42. https://doi.org/10.1016/j.iheduc.2016.06.001
- Swai, C. T., y Mangowi, S. E. (2022). Mining school teachers’ MOOC training responses to infer their face-to-face teaching strategy preference. International Journal of Information and Learning Technology, 39(1), 82-94. https://doi.org/10.1108/IJILT-07-2021-0102
- Tang, H. (2021). Teaching teachers to use technology through massive open online course: Perspectives of interaction equivalency. Computers y Education, 174. https://doi.org/10.1016/j.compedu.2021.104307
- Taranto, E., y Arzarello, F. (2020). Math MOOC UniTo: An Italian project on MOOCs for mathematics teacher education, and the development of a new theoretical framework. ZDM - Mathematics Education, 52(5), 843-858. https://doi.org/10.1007/s11858-019-01116-x
- Taranto, E., Jablonski, S., Recio, T., Mercat, C., Cunha, E., Lazaro, C., Ludwig, M., y Mammana, M. (2021). Professional Development in Mathematics Education-Evaluation of a MOOC on Outdoor Mathematics. Mathematics, 9(22), 2975. https://doi.org/10.3390/math9222975
- Testaceni, G., y Castro, M. de los A. (2016). Mooc: Un nuevo modelo de aprendizaje colaborativo, abierto y conectado. Tecnología educativa: socializando tus experiencias, 1(1), 1-6.
- Tzovla, E., Kedraka, K., y Kaltsidis, C. (2021). Investigating In-service Elementary School Teachers’ Satisfaction with Participating in MOOC for Teaching Biological Concepts. Eurasia Journal of Mathematics, Science and Technology Education, 17(3), 1-11. https://doi.org/10.29333/ejmste/9729
- Vázquez-Cano, E., López-Meneses, E., y Barroso-Osuna, J. (2015). El futuro de los MOOC: Retos de la formación «on line», masiva y abierta. Síntesis
- Vivian, R., Falkner, K., y Falkner, N. (2014). Addressing the challenges of a new digital technologies curriculum: MOOCs as a scalable solution for teacher professional development. Research in Learning Technology, 22, 1-19. https://doi.org/10.3402/rlt.v22.24691
- Wambugu, P. W. (2018). Massive open online courses (MOOCs) for professional teacher and teacher educator development: A case of TESSA MOOC in Kenya. Universal Journal of Educational Research, 6(6), 1153-1157. https://doi.org/10.13189/ujer.2018.060604
- Yaşar, M. Ö., y Polat, M. (2021). A MOOC-based flipped classroom model: Reflecting on pre-service english language teachers’ experience and perceptions. Participatory Educational Research, 8(4), 103-123. https://doi.org/10.17275/PER.21.81.8.4
- Yousef, A. M. F., Chatti, M. A., Schroeder, U., y Wosnitza, M. (2015). A usability evaluation of a blended MOOC environment: An experimental case study. International Review of Research in Open and Distance Learning, 16(2), 69-93.
- Yu, C.H., Wu, J., y Liu, A.C. (2019). Predicting learning outcomes with MOOC clickstreams. Education Sciences, 9(2), 104. https://doi.org/10.3390/educsci9020104
- Zhu, M., Sabir, N., Bonk, C. J., Sari, A., Xu, S., y Kim, M. (2021). Addressing Learner Cultural Diversity in Mooc Design and Delivery: Strategies and Practices of Experts. Turkish Online Journal of Distance Education, 22(2), 1-25. https://doi.org/10.17718/tojde.906468