Apresentar o registro simples

Los MOOC en la línea del tiempo: una biografía investigativa de una tendencia educativa

dc.contributor.advisorChiappe Laverde, Andrés
dc.contributor.authorPereira Gomes e Souza, Monique Amaral
dc.date.accessioned2020-05-19T13:04:11Z
dc.date.available2020-05-19T13:04:11Z
dc.date.issued2020-03-18
dc.identifier.urihttp://hdl.handle.net/10818/41098
dc.description43 páginases_CO
dc.description.abstractLos cursos online masivos y abiertos (MOOC) se han convertido en un fenómeno educativo emergente con un enorme potencial de transformación y democratización educativa. Luego de casi una década de su primer lanzamiento, gran cantidad de investigación se ha realizado para intentar comprender sus alcances y limitaciones como instrumento de aprendizaje flexible y personalizado. Con el propósito de aumentar tal comprensión, se ha llevado a cabo una revisión sistemática de literatura que incluyó 486 estudios publicados entre 2009 y 2019 sobre los MOOC. Los resultados muestran una gran cantidad y diversidad de focos de investigación sobre los MOOC, algunos en auge, otros en declive y otros de naturaleza efímera que han representado las principales preocupaciones de educadores e investigadores al respecto de lo que pareciera ser el advenimiento de un nuevo orden educativo, que actualmente soporta el aprendizaje a lo largo de la vida y hacia el futuro, los entornos de aprendizaje enmarcados en la sociedad 4.0.es_CO
dc.formatapplication/pdfes_CO
dc.language.isospaes_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceinstname:Universidad de La Sabanaes_CO
dc.sourcereponame:Intellectum Repositorio Universidad de La Sabanaes_CO
dc.subjectTecnología educativaes_CO
dc.subjectInnovaciones educativases_CO
dc.subjectCursos abiertos masivos en líneaes_CO
dc.subjectRealidad virtuales_CO
dc.subjectAprendizajees_CO
dc.titleLos MOOC en la línea del tiempo: una biografía investigativa de una tendencia educativaes_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Desarrollo de Proyectos Educativos Mediados por TICes_CO
dc.publisher.departmentCentro de Tecnologías para la Academiaes_CO
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsrestrictedAccesses_CO
dc.creator.degreeMagister en Desarrollo de Proyectos Educativos Mediados por TICes_CO
dcterms.referencesAftab, M., & Ismail, I. (2015). Defeating poverty through education: The role of ICT. Transformations in Business and Economics, 14(3), 21–37.eng
dcterms.referencesAguado Franco, J. C. (2017). ¿Pueden los MOOC favorecer el aprendizaje y hacer disminuir las tasas de abandono universitario? RIED. Revista Iberoamericana de Educación a Distancia, 20(1), 125. https://doi.org/10.5944/ried.20.1.16684spa
dcterms.referencesAlbelbisi, N., Yusop, F. D., & Salleh, U. K. M. (2018). Mapping the Factors Influencing Success of Massive Open Online Courses (MOOC) in Higher Education. Eurasia Journal of Mathematics, Science and Technology Education, 14(7), 2995–3012. https://doi.org/10.29333/ejmste/91486eng
dcterms.referencesAldowah, H., Al-Samarraie, H., Alzahrani, A. I., & Alalwan, N. (2019). Factors affecting student dropout in MOOCs: A cause and effect decision‐making model. Journal of Computing in Higher Education. https://doi.org/10.1007/s12528-019-09241-yeng
dcterms.referencesAleman de la Garza, L., Sancho Vinuesa, T., & Gomez Zermeño, M. G. (2015). Indicators of pedagogical quality for the design of a Massive Open Online Course for teacher training. RUSC. Universities and Knowledge Society Journal, 12(1), 104. https://doi.org/10.7238/rusc.v12i1.2260eng
dcterms.referencesAlraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28–38. https://doi.org/10.1016/j.compedu.2014.08.006eng
dcterms.referencesArmellini, A., & Padilla Rodríguez, B. C. (2016). Are massive open online courses (MOOCs) pedagogically innovative? Journal of Interactive Online Learning, 14(1), 17–28.eng
dcterms.referencesArmentano, R. L. (2014). "Biomechanics and mechanobiology", a proposal for an iberoamerican MOOC platform. 2014 IEEE International Conference on MOOC, Innovation and Technology in Education (MITE), 175–178. https://doi.org/10.1109/MITE.2014.7020265eng
dcterms.referencesAzevedo, J., & Marques, M. (2017). MOOC Success Factors: Proposal of an Analysis Framework. Journal of Information Technology Education: Innovations in Practice, 16, 233–251. https://doi.org/10.28945/3861eng
dcterms.referencesBaggaley, J. (2013). MOOC rampant. Distance Education, 34(3), 368–378. https://doi.org/10.1080/01587919.2013.835768eng
dcterms.referencesBaggaley, J. (2014). MOOCS: Digesting the facts. Distance Education, 35(2), 159–163. https://doi.org/10.1080/01587919.2014.919710eng
dcterms.referencesBakki, A., Oubahssi, L., & George, S. (2019). Design and Operationalization of Connectivist Activities: An Approach Through Business Process Management. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, & J. Schneider (Eds.), Transforming Learning with Meaningful Technologies (Vol. 11722, pp. 251–265). https://doi.org/10.1007/978-3-030-29736-7_19eng
dcterms.referencesBali, M., Crawford, M., Jessen, R., Signorelli, P., & Zamora, M. (2015). What makes a cMOOC community endure? Multiple participant perspectives from diverse cMOOCs. Educational Media International, 52(2), 100–115. https://doi.org/10.1080/09523987.2015.1053290eng
dcterms.referencesBatchelor, J., & Lautenbach, G. (2015). Cultivating lifelong learning: Pre-service teachers and their MOOCs. 2015 IST-Africa Conference, 1–8. https://doi.org/10.1109/ISTAFRICA.2015.7190557eng
dcterms.referencesBlanco, Á. F., García-Peñalvo, F. J., & Sein-Echaluce, M. (2013). A methodology proposal for developing adaptive cMOOC. Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality - TEEM ’13, 553–558. https://doi.org/10.1145/2536536.2536621eng
dcterms.referencesBottino, R. M. (2004). The evolution of ICT-based learning environments: Which perspectives for the school of the future? British Journal of Educational Technology, 35(5), 553–567.eng
dcterms.referencesBuenaño-Fernandez, D., Acosta, T., & Luján-Mora, S. (2018). The use of la to evaluate the performance of students with visual disabilities when applying accessibility criteria in online courses. CEUR Workshop Proceedings, 2231, 1–10. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0- 85055410607&partnerID=40&md5=d0b38176ff92aaff724455040ef7f327eng
dcterms.referencesBuhl, M., & Andreasen, L. B. (2018). Learning potentials and educational challenges of massive open online courses (MOOCs) in lifelong learning. International Review of Education, 64(2), 151–160. https://doi.org/10.1007/s11159-018-9716-zeng
dcterms.referencesBuitrago, M., & Chiappe, A. (2019). Representation of knowledge in digital educational environments: A systematic review of literature. Australasian Journal of Educational Technology, 35(4), 46–62. https://doi.org/10.14742/ajet.4041eng
dcterms.referencesCalle-Jimenez, T., Sanchez-Gordon, S., & Lujan-Mora, S. (2014). Web accessibility evaluation of massive open online courses on Geographical Information Systems. 2014 IEEE Global Engineering Education Conference (EDUCON), 680–686. https://doi.org/10.1109/EDUCON.2014.6826167eng
dcterms.referencesCastaño-Muñoz, J., Kalz, M., Kreijns, K., & Punie, Y. (2018). Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain. Technology, Pedagogy and Education, 27(5), 607–624. https://doi.org/10.1080/1475939X.2018.1528997eng
dcterms.referencesCheung, S. K. S. (2017). Distance-Learning Students’ Perception on the Usefulness of Open Educational Resources. In S. K. S. Cheung, L. Kwok, W. W. K. Ma, L.-K. Lee, & H. Yang (Eds.), Blended Learning. New Challenges and Innovative Practices (Vol. 10309, pp. 389–399). https://doi.org/10.1007/978-3-319-59360-9_34eng
dcterms.referencesChiappe, A., & Lee, L. L. (2015). Understanding Open Teaching: Difficulties and key issues. Proceedings of the 14th International Conference on Education and Educational Technology (EDU´15), 16, 47–53. Retrieved from http://www.wseas.us/elibrary/conferences/2015/Malaysia/EDU/EDU-07.pdfeng
dcterms.referencesChoudhury, B. R. (2018). Openness in Higher Education through Open and Distance Learning Environment. 2018 5th International Symposium on Emerging Trends and Technologies in Libraries and Information Services (ETTLIS), 221–225. https://doi.org/10.1109/ETTLIS.2018.8485203eng
dcterms.referencesClarà, M., & Barberà, E. (2013). Learning online: Massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129–136. https://doi.org/10.1080/01587919.2013.770428eng
dcterms.referencesCochrane, T., Lees, A., Narayan, V., Diesfeld, K., & Burcio-Martin, V. (2019). Designing an authentic professional development cMOOC. ASCILITE 2015 - Australasian Society for Computers in Learning and Tertiary Education, Conference Proceedings, 53–64. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0- 85071733078&partnerID=40&md5=9033975e828fc7039cda14bf3c483d22eng
dcterms.referencesCohen, A., & Holstein, S. (2018). Analysing successful massive open online courses using the community of inquiry model as perceived by students. Journal of Computer Assisted Learning, 34(5), 544–556. https://doi.org/10.1111/jcal.12259eng
dcterms.referencesComer, D. K., Clark, C. R., & Canelas, D. A. (2014). Writing to learn and learning to write across the disciplines: Peer-to-peer writing in introductory-level MOOCs. International Review of Research in Open and Distance Learning, 15(5), 26–82.eng
dcterms.referencesCuevas, R., García-Calvo, T., González, J., & Fernández-Bustos, J. G. (2018). Necesidades psicológicas básicas, motivación y compromiso en educación física. Psicología Del Deporte Vol 27, No 1, 2018: Revista de Psicología Del Deporte, 271(1), 97–104.spa
dcterms.referencesDagiene, V., Rutkauskiene, D., & Gudoniene, D. (2016). An Experience of Running a MOOC on Information Technology: International Journal of Human Capital and Information Technology Professionals, 7(3), 76–88. https://doi.org/10.4018/IJHCITP.2016070106eng
dcterms.referencesDamasceno, C. S. (2018). New pathways: Affective labor and distributed expertise in peersupported Learning Circles. Communication Education, 67(3), 330–347. https://doi.org/10.1080/03634523.2018.1467026eng
dcterms.referencesDaniel, J. (2016). Massive Open Online Courses: What will be their legacy? FEMS Microbiology Letters, 363(8), fnw055. https://doi.org/10.1093/femsle/fnw055eng
dcterms.referencesDe Caro-Barek, V. (2019). Innovation in Language Teaching and Learning: What Do We Need to Make a Massive Open Online Course (MooC) for Language Learning Genuinely Innovative? In D. Passey, R. Bottino, C. Lewin, & E. Sanchez (Eds.), Empowering Learners for Life in the Digital Age (Vol. 524, pp. 187–196). https://doi.org/10.1007/978- 3-030-23513-0_19eng
dcterms.referencesde Langen, F., & van den Bosch, H. (2013). Massive Open Online Courses: Disruptive innovations or disturbing inventions? Open Learning: The Journal of Open, Distance and e-Learning, 28(3), 216–226. https://doi.org/10.1080/02680513.2013.870882eng
dcterms.referencesDe Waard, I. (2012). Investigating learner interactions via ubiquitous access. CEUR Workshop Proceedings, 955, 220–223. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0- 84922700788&partnerID=40&md5=307a47541e792a6b67181998bec04496eng
dcterms.referencesDemetriadis, S., Tegos, S., Psathas, G., Tsiatsos, T., Weinberger, A., Caballe, S., … Karakostas, A. (2018). Conversational Agents as Group-Teacher Interaction Mediators in MOOCs. 2018 Learning With MOOCS (LWMOOCS), 43–46. https://doi.org/10.1109/LWMOOCS.2018.8534686eng
dcterms.referencesDonitsa-Schmidt, S., & Topaz, B. (2018). Massive open online courses as a knowledge base for teachers. Journal of Education for Teaching, 44(5), 608–620. https://doi.org/10.1080/02607476.2018.1516350eng
dcterms.referencesDos Santos Martins, R., & Fernandes, K. T. (2016). Gamification as a motivational factor to decrease the dropout rates in Massive Open Online Course [Gamificação como fator motivacional para diminuição das Taxas de evasão nos MOOC]. CEUR Workshop Proceedings, 1667, 200–209. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0- 84989237178&partnerID=40&md5=7a6e11a73440e77f0052899349a1bfdceng
dcterms.referencesDownes, S. (2017). New Models of Open and Distributed Learning. In M. Jemni, Kinshuk, & M. K. Khribi (Eds.), Open Education: From OERs to MOOCs (pp. 1–22). https://doi.org/10.1007/978-3-662-52925-6_1eng
dcterms.referencesDubosson, M., Emad, S., Broillet, A., & Kampf, C. (2015). Video and course content discussion on Massive Open Online Courses: An exploratory research. IEEE International Professional Communication Conference, 2015-January, 1–9. https://doi.org/10.1109/IPCC.2014.7020338eng
dcterms.referencesDuma, L., & Monda, E. (2013). Impact of ICT based education on the information society. Journal of Futures Studies, 18(1), 41–62.eng
dcterms.referencesEl Mawas, N., Gilliot, J.-M., Garlatti, S., Euler, R., & Pascual, S. (2019). As One Size Doesn’t Fit All, Personalized Massive Open Online Courses Are Required. In B. M. McLaren, R. Reilly, S. Zvacek, & J. Uhomoibhi (Eds.), Computer Supported Education (Vol. 1022, pp. 470–488). https://doi.org/10.1007/978-3-030-21151-6_22eng
dcterms.referencesFerguson, R., Clow, D., Beale, R., Cooper, A. J., Morris, N., Bayne, S., & Woodgate, A. (2015). Moving Through MOOCS: Pedagogy, Learning Design and Patterns of Engagement. In G. Conole, T. Klobučar, C. Rensing, J. Konert, & E. Lavoué (Eds.), Design for Teaching and Learning in a Networked World (Vol. 9307, pp. 70–84). https://doi.org/10.1007/978- 3-319-24258-3_6eng
dcterms.referencesGallen, R. C., & Caro, E. T. (2017). An exploratory analysis of why a person enrolls in a Massive Open Online Course within MOOCKnowledge data collection. 2017 IEEE Global Engineering Education Conference (EDUCON), 1600–1605. https://doi.org/10.1109/EDUCON.2017.7943062eng
dcterms.referencesGarcía-Peñalvo, F. J., Hermo, V. F., Blanco, Á. F., & Sein-Echaluce, M. (2014). Applied educational innovation MOOC: Learners’ experience and valorization of strengths and weaknesses. Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality - TEEM ’14, 139–145. https://doi.org/10.1145/2669711.2669892eng
dcterms.referencesGershon, P., & Pellitteri, J. (2018). Promoting emotional intelligence in preschool education: A review of programs. International Journal of Emotional Education, 10(2), 26–41eng
dcterms.referencesGillet, D. (2013). Personal learning environments as enablers for connectivist MOOCs. 2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET), 1–5. https://doi.org/10.1109/ITHET.2013.6671026eng
dcterms.referencesGlusac, D., Karuovic, D., & Milanov, D. (2015). Massive open online courses—Pedagogical overview. Proceedings of the 2015 16th International Carpathian Control Conference (ICCC), 142–146. https://doi.org/10.1109/CarpathianCC.2015.7145063eng
dcterms.referencesGonçalves, V., & Gonçalves, B. (2018). The process of planning and building a XMOOC: A practical review. MCCSIS 2018 - Multi Conference on Computer Science and Information Systems; Proceedings of the International Conferences on e-Learning 2018, 2018-July, 171–176. Retrieved from https://www.scopus.com/inward/record.uri?eid=2- s2.0-85063134853&partnerID=40&md5=c4e477ec051f4d7b80ab842f1726d38deng
dcterms.referencesGuajardo Leal, B. E., Valenzuela González, J. R., & Scott, J. (2019). Student engagement as predictor of xMOOC completion: An analysis from five courses on energy sustainability. Online Learning, 23(2). https://doi.org/10.24059/olj.v23i2.1523eng
dcterms.referencesHakim, S. (2017). Supporting access to open education resources and massive open online courses for high school students of New Zealand. E-Learning and Digital Media, 14(4), 244–253. https://doi.org/10.1177/2042753017692724eng
dcterms.referencesIbarra, L. A. N., Salazar, O. C., & Castillo, J. M. (2017). A meta-analysis of ICT-based education in Mexico y Latin America. Revista Electronica de Investigacion Educativa, 19(1), 10–19. Retrieved from Scopus.eng
dcterms.referencesIniesto, F., & Rodrigo, C. (2018). YourMOOC4all: A MOOCs Inclusive Design and Useful Feedback Research Project. 2018 Learning With MOOCS (LWMOOCS), 147–150. https://doi.org/10.1109/LWMOOCS.2018.8534644eng
dcterms.referencesJohn, G., Weiqin, C., & Jenny, D. (2018). Using MOOCs to Promote Digital Accessibility and Universal Design, the MOOCAP Experience. Studies in Health Technology and Informatics, 78–86. https://doi.org/10.3233/978-1-61499-923-2-78eng
dcterms.referencesJones, M. L., & Regner, L. (2016). Users or Students? Privacy in University MOOCS. Science and Engineering Ethics, 22(5), 1473–1496. https://doi.org/10.1007/s11948-015-9692-7eng
dcterms.referencesKahan, T., Soffer, T., & Nachmias, R. (2017). Types of Participant Behavior in a Massive Open Online Course. The International Review of Research in Open and Distributed Learning, 18(6). https://doi.org/10.19173/irrodl.v18i6.3087eng
dcterms.referencesKaplan, J. (2014). Co-regulation in Technology Enhanced Learning Environments. In L. Uden, J. Sinclair, Y.-H. Tao, & D. Liberona (Eds.), Learning Technology for Education in Cloud. MOOC and Big Data (Vol. 446, pp. 72–81). https://doi.org/10.1007/978-3-319-10671- 7_7eng
dcterms.referencesKarlsson, N., & Godhe, A.-L. (2015). A MOOC for teachers: Network connections that facilitate collaboration and dialogue for learning? Computer-Supported Collaborative Learning Conference, CSCL, 2, 815–816. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0- 85073380578&partnerID=40&md5=df0457944d61d32055605e82beeacc29eng
dcterms.referencesKaveri, A., Gunasekar, S., Gupta, D., & Pratap, M. (2016). Decoding Engagement in MOOCs: An Indian Learner Perspective. 2016 IEEE Eighth International Conference on Technology for Education (T4E), 100–105. https://doi.org/10.1109/T4E.2016.027eng
dcterms.referencesKiselev, B., Yakutenko, V., Yuriev, M., Zhelbakov, I., & Cunningham, S. (2017). A knowledge representation model for massive open online course platforms. 2017 Internet Technologies and Applications (ITA), 169–172. https://doi.org/10.1109/ITECHA.2017.8101931eng
dcterms.referencesKolodziej, K. E., Bell, P. J., Fenn, A. J., Kowalski, E., Meklenburg, J. W., Moulder, W. F., … Perry, B. T. (2019). Build-a-Radar Self-Paced Massive Open Online Course (MOOC). 2019 IEEE Radar Conference (RadarConf), 1–5. https://doi.org/10.1109/RADAR.2019.8835726eng
dcterms.referencesKopp, M., Gröblinger, O., & Zimmermann, C. (2017). Increasing Educational Value: The Transformation of MOOCs into Open Educational Resources. In C. Delgado Kloos, P. Jermann, M. Pérez-Sanagustín, D. T. Seaton, & S. White (Eds.), Digital Education: Out to the World and Back to the Campus (Vol. 10254, pp. 223–232). https://doi.org/10.1007/978-3-319-59044-8_27eng
dcterms.referencesKrólak, A., Chen, W., Sanderson, N. C., & Kessel, S. (2017). The Accessibility of MOOCs for Blind Learners. Proceedings of the 19th International ACM SIGACCESS Conference on Computers and Accessibility - ASSETS ’17, 401–402. https://doi.org/10.1145/3132525.3134796eng
dcterms.referencesKuntz, V. H., Ulbricht, V. R., & Fadel, L. M. (2018). Collaboration and inclusion for massive open online courses (MOOCs). 2018 13th Iberian Conference on Information Systems and Technologies (CISTI), 1–4. https://doi.org/10.23919/CISTI.2018.8399407eng
dcterms.referencesLambert, S. R. (2020). Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18. Computers & Education, 145, 103693. https://doi.org/10.1016/j.compedu.2019.103693eng
dcterms.referencesLeire, C., McCormick, K., Richter, J. L., Arnfalk, P., & Rodhe, H. (2016). Online teaching going massive: Input and outcomes. Journal of Cleaner Production, 123, 230–233. https://doi.org/10.1016/j.jclepro.2015.12.014eng
dcterms.referencesLiang, X., & Pang, J. (2019). An Innovative English Teaching Mode Based on Massive Open Online Course and Google Collaboration Platform. International Journal of Emerging Technologies in Learning (IJET), 14(15), 182. https://doi.org/10.3991/ijet.v14i15.11148eng
dcterms.referencesLiyanagunawardena, T. R., Williams, S., & Adams, A. A. (2014). The impact and reach of MOOCs: A developing countries’ perspective. ELearning Papers, 38–46.eng
dcterms.referencesLópez, A., Méndez, D., Paz, A., & Arboleda, H. (2016). Desarrollo e Instrumentación de un Proceso de Vigilancia Tecnológica basado en Protocolos de Revisión Sistemática de la Literatura. Información Tecnológica, 27(4), 155–164. https://doi.org/10.4067/S0718- 07642016000400017spa
dcterms.referencesLópez Meneses, E., Vázquez Cano, E., & Mac Fadden, I. (2020). MOOC in Higher Education from the Students’ Perspective. A Sustainable Model? In J. L. Sarasola Sánchez-Serrano, F. Maturo, & Š. Hošková-Mayerová (Eds.), Qualitative and Quantitative Models in Socio-Economic Systems and Social Work (Vol. 208, pp. 207–223). https://doi.org/10.1007/978-3-030-18593-0_17eng
dcterms.referencesMahajan, R., Gupta, P., & Singh, T. (2019). Massive Open Online Courses: Concept and Implications. Indian Pediatrics, 56(6), 489–495. https://doi.org/10.1007/s13312-019- 1575-6eng
dcterms.referencesMargain, L., de Luna, C., & Alvarez, F. (2017). Model of usability engineering: Results and implications to MOOC’s. 2017 Twelfth Latin American Conference on Learning Technologies (LACLO), 1–4. https://doi.org/10.1109/LACLO.2017.8120936eng
dcterms.referencesMargaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education, 80, 77–83. https://doi.org/10.1016/j.compedu.2014.08.005eng
dcterms.referencesMarshall, S. (2014). Exploring the ethical implications of MOOCs. Distance Education, 35(2), 250–262. https://doi.org/10.1080/01587919.2014.917706eng
dcterms.referencesMartín-Monje, E., Bárcena, E., & Read, T. (2014). Peer-to-peer interaction and linguistic feedback in foreign language MOOCs [La interacción entre compañeros y el feedback lingüístico en los coma de lenguas extranjeras]. Profesorado, 18(1), 167–183eng
dcterms.referencesMikroyannidis, A., Gomez-Goiri, A., Domingue, J., Tranoris, C., Pareit, D., Vanhie-Van Gerwen, J., & Marquez Barja, J. M. (2015). Deploying learning analytics for awareness and reflection in online scientific experimentation. CEUR Workshop Proceedings, 1465, 105–111. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0- 84949764815&partnerID=40&md5=04c01bf87798ce3d1bdf9a9ef8cae78eeng
dcterms.referencesMönnig, A., Maier, T., & Zika, G. (2019). Economy 4.0 – Digitalisation and Its Effect on Wage Inequality. Jahrbücher Für Nationalökonomie Und Statistik, 239(3), 363–398. https://doi.org/10.1515/jbnst-2017-0151ger
dcterms.referencesMontes, R., Gea, M., Bergaz, R., & Rojas, B. (2014). Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses: Information Resources Management Journal, 27(2), 27–46. https://doi.org/10.4018/irmj.2014040103eng
dcterms.referencesMontes, R., Molina, S., Gea, M., Bergaz, R., Bravo-Lupiáñez, D., & Ramos, A. (2013). Turning out a social community into an e-Learning platform for MOOC: The case of AbiertaUGR. Proceedings of the First International Conference on Technological Ecosystem for Enhancing Multiculturality - TEEM ’13, 489–493. https://doi.org/10.1145/2536536.2536611eng
dcterms.referencesMoreno-Marcos, P. M., Muñoz-Merino, P. J., Maldonado-Mahauad, J., Pérez-Sanagustín, M., Alario-Hoyos, C., & Delgado Kloos, C. (2020). Temporal analysis for dropout prediction using self-regulated learning strategies in self-paced MOOCs. Computers & Education, 145, 103728. https://doi.org/10.1016/j.compedu.2019.103728eng
dcterms.referencesNa, J., & Liu, Y. (2019). A quantitative revision method to improve usability of self-and peer assessment in MOOCs. Proceedings of the ACM Turing Celebration Conference - China on - ACM TURC ’19, 1–6. https://doi.org/10.1145/3321408.3322846eng
dcterms.referencesNavarrete, R., & Luján-Mora, S. (2018). OER in lifelong learning for older adults. In The Visually Disabled and the Elderly in the Age of IC Technologies (pp. 31–58). Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0- 85044584653&partnerID=40&md5=83deda1a6a215d61de4d04fa563016fceng
dcterms.referencesNkuyubwatsi, B. (2013). Evaluation of massive open online courses (MOOCs) from the learner’s perspective. Proceedings of the European Conference on E-Learning, ECEL, 340–346. Retrieved from https://www.scopus.com/inward/record.uri?eid=2-s2.0- 84899523314&partnerID=40&md5=d189c343c787c7582f612d9480da648beng
dcterms.referencesOkoli, C., & Schabram, K. (2010). A guide to conducting a systematic literature review of information systems research. Sprouts: Working Papers on Information Systems, 10(26), 1–51.eng
dcterms.referencesOssiannilsson, E., Altinay, F., & Altinay, Z. (2015). Analysis of MOOCs practices from the perspective of learner experiences and quality culture. Educational Media International, 52(4), 272–283. https://doi.org/10.1080/09523987.2015.1125985eng
dcterms.referencesPanigrahi, R., & Srivastava, P. R. (2018). Understanding the motivation in massive open online courses: A Twitter mining perspective. International Journal of Web Based Communities, 14(3), 228. https://doi.org/10.1504/IJWBC.2018.094915eng
dcterms.referencesPatil, M. S., Raikar, M. M., Desai, P., Vijayalakshmi, M., Battur, S., Parikshit, H., & Joshi, G. H. (2017). Leveraging student project through MOOC on UX: Case study. Proceedings - 2016 IEEE 4th International Conference on MOOCs, Innovation and Technology in Education, MITE 2016, 8–13. https://doi.org/10.1109/MITE.2016.22eng
dcterms.referencesPhithak, T., Wanapu, S., Kittidachanupap, N., & Kamollimsakul, S. (2018). Expectations and Self-Regulated Learning Behaviors of Thai MOOC Learners. Proceedings of the 2nd International Conference on Business and Information Management - ICBIM ’18, 194– 198. https://doi.org/10.1145/3278252.3278271eng
dcterms.referencesPiedra, N., Chicaiza, J., López, J., & Tovar, E. (2015). Seeking open educational resources to compose massive open online courses in engineering education an approach based on linked open data. Journal of Universal Computer Science, 21(5), 679–711.eng
dcterms.referencesPisutova, K. (2012). Open education. 2012 IEEE 10th International Conference on Emerging ELearning Technologies and Applications (ICETA), 297–300. https://doi.org/10.1109/ICETA.2012.6418317eng
dcterms.referencesPower, A., & Coulson, K. (2015). What are OERs and MOOCs and what have they got to do with prep? British Journal of Midwifery, 23(4), 282–284. https://doi.org/10.12968/bjom.2015.23.4.282eng
dcterms.referencesRiehemann, J., Hellmann, J. H., & Jucks, R. (2018). “Your words matter!” Relevance of individual participation in xMOOCs. Active Learning in Higher Education, 146978741877915. https://doi.org/10.1177/1469787418779154eng
dcterms.referencesRizzardini, R. H., Chan, M. M., & Guetl, C. (2016). An Attrition Model for MOOCs. In Formative Assessment, Learning Data Analytics and Gamification (pp. 295–311). https://doi.org/10.1016/B978-0-12-803637-2.00014-2eng
dcterms.referencesRuiz Bolívar, C. (2015). El MOOC: ¿un modelo alternativo para la educación universitaria? Apertura (Guadalajara, Jal.), 7, 86–100.spa
dcterms.referencesSalmon, G., Pechenkina, E., Chase, A.-M., & Ross, B. (2017). Designing Massive Open Online Courses to take account of participant motivations and expectations: Designing MOOCs. British Journal of Educational Technology, 48(6), 1284–1294. https://doi.org/10.1111/bjet.12497eng
dcterms.referencesSampaio, R., & Mancini, M. (2007). Estudos de revisão sistemática: Um guia para síntese criteriosa da evidência científica. Revista Brasileira de Fisioterapia, 11(1), 83–89. https://doi.org/10.1590/S1413-35552007000100013por
dcterms.referencesSanchez-Gordon, S., & Lujan-Mora, S. (2013). Web accessibility of MOOCs for elderly students. 2013 12th International Conference on Information Technology Based Higher Education and Training (ITHET), 1–6. https://doi.org/10.1109/ITHET.2013.6671024eng
dcterms.referencesSanchez-Gordon, S., & Luján-Mora, S. (2018). Technological Innovations in Large-Scale Teaching: Five Roots of Massive Open Online Courses. Journal of Educational Computing Research, 56(5), 623–644. https://doi.org/10.1177/0735633117727597eng
dcterms.referencesSchuwer, R., van Genuchten, M., & Hatton, L. (2015). On the Impact of Being Open. IEEE Software, 32(5), 81–83. https://doi.org/10.1109/MS.2015.111eng
dcterms.referencesShah, D. (2019). By The Numbers: MOOCs in 2019. Retrieved from https://www.classcentral.com/report/mooc-stats-2019/eng
dcterms.referencesSharfina, Z., Santoso, H. B., Kartono Isa, R. Y., & Aji, R. F. (2017). Evaluation and Improvement of Indonesian Massive Open Online Course (MOOC) Interaction Design of MOOC X. 2017 7th World Engineering Education Forum (WEEF), 888–893. https://doi.org/10.1109/WEEF.2017.8467108eng
dcterms.referencesSherimon, V., Al Shuaily, H. S., & Thirupathi, R. (2018). Effectiveness of Integrating Open Educational Resources and Massive Open Online Courses in Student Centred Learning. In M. E. Auer & T. Tsiatsos (Eds.), Interactive Mobile Communication Technologies and Learning (Vol. 725, pp. 891–902). https://doi.org/10.1007/978-3-319-75175-7_87eng
dcterms.referencesSinclair, J., & Kalvala, S. (2016). Student engagement in massive open online courses. International Journal of Learning Technology, 11(3), 218. https://doi.org/10.1504/IJLT.2016.079035eng
dcterms.referencesSmith, B., & Eng, M. (2013). MOOCs: A Learning Journey. In S. K. S. Cheung, J. Fong, W. Fong, F. L. Wang, & L. F. Kwok (Eds.), Hybrid Learning and Continuing Education (Vol. 8038, pp. 244–255). https://doi.org/10.1007/978-3-642-39750-9_23eng
dcterms.referencesSteffens, K. (2015). Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning: Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning. European Journal of Education, 50(1), 41–59. https://doi.org/10.1111/ejed.12102eng
dcterms.referencesTang, W., Hu, J., Zhang, H., Wu, P., & He, H. (2015). Kappa coefficient: A popular measure of rater agreement. Shanghai Archives of Psychiatry, 27(1), 62–67eng
dcterms.referencesTsironis, A., Katsanos, C., & Xenos, M. (2016). Comparative usability evaluation of three popular MOOC platforms. 2016 IEEE Global Engineering Education Conference (EDUCON), 608–612. https://doi.org/10.1109/EDUCON.2016.7474613eng
dcterms.referencesvan de Oudeweetering, K., & Decuypere, M. (2019). Understanding openness through (in)visible platform boundaries: A topological study on MOOCs as multiplexes of spaces and times. International Journal of Educational Technology in Higher Education, 16(1), 28. https://doi.org/10.1186/s41239-019-0154-1eng
dcterms.referencesVitiello, M., Gütl, C., Amado-Salvatierra, H. R., & Hernández, R. (2017). MOOC Learner Behaviour: Attrition and Retention Analysis and Prediction Based on 11 Courses on the TELESCOPE Platform. In L. Uden, D. Liberona, & Y. Liu (Eds.), Learning Technology for Education Challenges (Vol. 734, pp. 99–109). https://doi.org/10.1007/978-3-319- 62743-4_9eng
dcterms.referencesXi, J., Chen, Y., & Wang, G. (2018). Design of a Personalized Massive Open Online Course Platform. International Journal of Emerging Technologies in Learning (IJET), 13(04), 58. https://doi.org/10.3991/ijet.v13i04.8470eng
dcterms.referencesXiao, X., Pham, P., & Wang, J. (2017). Dynamics of Affective States During MOOC Learning. In E. André, R. Baker, X. Hu, Ma. M. T. Rodrigo, & B. du Boulay (Eds.), Artificial Intelligence in Education (Vol. 10331, pp. 586–589). https://doi.org/10.1007/978-3-319- 61425-0_70eng
dcterms.referencesXiong, Y., & Suen, H. K. (2018). Assessment approaches in massive open online courses: Possibilities, challenges and future directions. International Review of Education, 64(2), 241–263. https://doi.org/10.1007/s11159-018-9710-5eng
dcterms.referencesYanxiang, L. (2016). Service Innovations of University Libraries in the MOOC Era. 2016 8th International Conference on Information Technology in Medicine and Education (ITME), 744–747. https://doi.org/10.1109/ITME.2016.0173eng
dcterms.referencesYousef, A. M. F., Chatti, M. A., Schroeder, U., & 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.eng
dcterms.referencesYu, M., & Wang, J. (2013). The Design and Implementation of a Mobile Massive Open Online Courses Platform. Proceedings of International Conference on Information Integration and Web-Based Applications & Services - IIWAS ’13, 663–666. https://doi.org/10.1145/2539150.2539241eng


Arquivos deste item

Thumbnail
Nome:
Artigo_MoniqueBiblioteca (1).pdf
Tamanho:
797.3Kb
Formato:
PDF
Descrição:
Ver documento en PDF
Visualizar/Abrir

Este item aparece na(s) seguinte(s) coleção(s)

Apresentar o registro simples

Attribution-NonCommercial-NoDerivatives 4.0 InternationalExceto quando indicado o contrário, a licença deste item é descrito como Attribution-NonCommercial-NoDerivatives 4.0 International