Impacto de MOOC en el aumento del interés de los estudiantes en el proceso de aprendizaje en el contexto del aprendizaje combinado
DOI:
https://doi.org/10.20952/revtee.v15i34.17321Palabras clave:
Curso en línea abierto masivo, La educación a distancia, Aprendizaje mixto, Plataforma МООС, Cursos onlineResumen
El presente estudio tiene como objetivo fundamentar la necesidad de utilizar los MOOC en el proceso de aprendizaje en instituciones de educación superior, así como desarrollar y describir los componentes particulares de un método para utilizar los MOOC en la organización del aprendizaje combinado. El artículo fundamenta la relevancia del uso de MOOC en las condiciones del aprendizaje combinado y presenta varios enfoques para la definición de MOOC y aprendizaje combinado. Se presentan los resultados del análisis comparativo de las plataformas mundiales de MOOC, un modelo para la integración de un MOOC en la estructura de una disciplina académica y los resultados de un estudio empírico de involucrar a los estudiantes en el uso de MOOC en condiciones de aprendizaje combinado. Los MOOC se pueden utilizar en diferentes etapas del estudio de disciplinas académicas en instituciones de educación superior: en clases de laboratorio o tareas individuales, en el proceso de trabajo independiente de los estudiantes, su preparación para exámenes parciales y finales. El estudio concluye que los MOOC son recomendables para su uso en el proceso educativo y es importante involucrar a los estudiantes para que los tomen.
Descargas
Citas
Dzyuba, E.M., Zakharova, V.T., Latukhina, A.L., Sheveleva, T.N. (2021). Open education courses as a relevant environment for improving professional competencies of teachers. Revista Tempos E Espaços Em Educação, 14(33). https://doi.org/10.20952/revtee.v14i33.16164
Afanasiev, I.V., Vysotskaya, N.V., Alferov, V.N., Grigorieva, N.A. (2021). The use of cloud resources and services in distance learning of students in the context of restrictions caused by the pandemic. Revista Tempos E Espaços Em Educação, 14(33). https://doi.org/10.20952/revtee.v14i33.16103
Kovalevskaia, N., Gilyazeva, E.N., Lobazova, O.F., Duborkina, I.A., Sokolova, A.P. (2021). Impact of digital services of hybrid cloud-based learning environment on efficiency of education. Revista Tempos E Espaços Em Educação, 14(33). https://doi.org/10.20952/revtee.v14i33.15297
Wagner, M.N., Kupriyanova, M., Ovezova, U., Ilina, A. (2021). Distance Learning Courses: New Opportunities for the Development of University Education. Propósitos y Representaciones, 9, SPE(3). http://dx.doi.org/10.20511/pyr2021.v9nSPE3.1275
Yefremtseva, T.N., Batyrshina, A.R., Sagilyan, S.G., Sunaeva, S.G., Petrova, E.S. (2019). Independent Work as An Important Form of Formation of SelfEducational Competence of Students of Humanitarian Specialties. Amazonia Investiga, 8(20).
And one, D., Mihaescu, V. (2018). Blending MOOCs into Higher Education Courses-A Case Study. Learning With MOOCS (LWMOOCS), pp. 134 - 136. https://doi.org/10.1109/LWMOOCS.2018.8534606
Auster, C.J. (2016). Blended learning as a potentially winning combination of face-to-face and online learning: An exploratory study. Teaching Sociology, 44, 39–48
Baker, R.M., Passmore, D.L. (2016). Value and Pricing of MOOCs. Education sciences, 6(14). https://doi.org/10.3390/educsci6020014
Czerniewicz, L., Deacon, A., Glover, M., Walji, S. (2017). MOOC—Making and open educational practices. Journal of Computing in Higher Education, 29, 81-97.
Donnelly, R. (2020). Harmonizing technology with interaction in blended problem-based learning. Computers & Education, 54(2), 350-359.
Emanuel, E.J. (2013). Online education: MOOCs taken by educated few. Nature, 503(7476), 342. https://doi.org/10.1038/503342a.
Fischer, G. (2014). Beyond hype and underestimation: Identifying research challenges for the future of MOOCs. Distance Education, 35, 149–158.
Garrison, D.R., Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The Internet and Higher Education, 7, 95–105.
Graham, C.R. (2013). Emerging practice and research in blended learning, in: M.G. Moore (Ed.), Handbook of distance education. New York: Routledge.
Israel, M.J. (2015). Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students. International Review of Research in Open and Distributed Learning, 16(5), 102-118.
Jeffrey, L.M., Milne, J., Suddaby, G., Higgins, A. (2014). Blended learning: How teachers balance the blend of online and classroom components. Journal of Information Technology Education: Research, 13, 121-140.
Jordan, K. (2015). Massive open online course completion rates revisited: assessment, length and attrition. International Review of Research in Open and Distributed Learning, 76(3), 341-358.
Lane, A., Caird, S., Weller, M. (2014). The potential social, economic and environmental benefits of MOOCs: operational and historical comparisons with a massive 'closed online' course. Open Praxis International Journal, 6(2), 115-123.
McGee, P., Reis, A. (2012). Blended Course Design: A Synthesis of Best Practices. Journal of Asynchronous Learning Networks, 16(4), 7-22.
Mohamed, M.H., Hammond, M. (2018). MOOCs: a differentiation by pedagogy, content and assessment. International Journal of Information and Learning Technology, 35(1), 2-11. https://doi.org/10.1108/IJILT-07-2017-0062
Pilli, O., Admiraal, W. (2016). A taxonomy for Massive Open Online Courses. Contemporary Educational Technology, 7(3), 223-240.
Rodriguez, C.O. (2012). MOOCs and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 15, 13.
Stockwell, B.R., Stockwell, M.S., Cennamo, M., Jiang, E. (2015). Blended Learning Improves Science Education. Cell, 162(5), 933–936.
Tynan, B., Ryan, Y., Lamont-Mills, A. (2015). Examining workload models in online and blended teaching. British Journal of Educational Technology, 46(1), 5-15.
Wivell, J., Day, S. (2015). Blended learning and teaching: Synergy in action. Advances in Social Work and Welfare Education, 17(2), 86–99.
Descargas
Publicado
Cómo citar
Número
Sección
Licencia
À Revista Tempos e Espaços em Educação ficam reservados os direitos autorais pertinentes a todos os artigos nela publicados. A Revista Tempos e Espaços em Educação utiliza a licença https://creativecommons.org/licenses/by/4.0/ (CC BY), que permite o compartilhamento do artigo com o reconhecimento da autoria.
