Factores de éxito académico en la integración de los MOOC en el aula universitaria

Carlos Castaño Garrido; Urtza Garay e Inmaculada Maiz

doi:10.22550/REP75-1-2017-04

Autores/as

Carlos Castaño Garrido
Urtza Garay e Inmaculada Maiz

DOI:

https://doi.org/10.22550/REP75-1-2017-04

Palabras clave:

enseñanzasuperior, investigación, mooc, participacióndelosestudiantes, Rendimiento

Resumen

El presente trabajo muestra los resultados de un estudio longitudinal de integración de un MOOC en aulas universitarias presenciales y su influencia en el rendimiento académico. Se discute la relación del rendimiento con el diseño del curso y con el tipo de participación de los estudiantes. El rendimiento se ha evaluado a través de evidencias de aprendizaje, mientras que el diseño y la influencia del tipo de participación se han controlado a través de instrumentos estandarizados (TAM, Technology Acceptance Model, e IMMS, Instructional Materials Motivation Survey). Se obtiene evidencia de que la participación en un curso MOOC mejora los resultados de aprendizaje, y que tanto el tipo de diseño del curso (definido por una utilización intensiva de redes sociales y realización de e-actividades), como una participación activa influyen en el éxito académico.

Cómo citar este artículo: Castaño-Garrido, C., Garay, U., & Maiz, I. (2017). Factores de éxito académico en la integración de los MOOC en el aula universitaria | Factors for academic success in the integration of MOOCs in the university classroom. Revista Española de Pedagogía, 75 (266), 65-82. doi: 10.22550/REP75-1-2017-04

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