Diseño, motivación y rendimiento en un curso MOOC cooperativo = Design, Motivation and Performance in a Cooperative MOOC Course

Castaño-Garrido, Carlos and Maiz-Olazabalaga, Inmaculada and Garay-Ruiz, Urtza Diseño, motivación y rendimiento en un curso MOOC cooperativo = Design, Motivation and Performance in a Cooperative MOOC Course. Comunicar, 2015, vol. 22, n. 44, pp. 19-26. [Journal article (Paginated)]

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English abstract

MOOCs are seen as the latest evolution in online learning and, since their launch in 2008, they have become an integral part of university course curricula. Despite the social success of these courses, the learning design and efficacy of their results have been questioned. Most current research has focused more on discussing their potential to offer quality, large-scale education worldwide rather than measuring learning outcomes. This paper shows the results of a research study that focused on the pedagogical design of a cooperative MOOC and its influence on motivation and academic results. A Delphi study was used to validate the design, and the motivation variable was controlled using the Instructional Materials Motivation Survey (IMMS). Academic performance was assessed through evidence-based learning. The paper argues that design, which is defined by the students’ intensive use of social networks and the activities they carry out in their Personal Learning Environments, has an influence on performance, and the variable that mediates in that relationship is the level of satisfaction with the perception of the design. The academic results obtained and the students’ motivation support the use of cooperative MOOCs in university education.

["eprint_fieldopt_linguabib_" not defined] abstract

Los cursos MOOC se han entendido como la última evolución del aprendizaje en red, y desde su nacimiento en 2008 se han puesto en práctica en un buen número de universidades. A pesar del éxito social de estas propuestas, tanto el diseño del aprendizaje como la eficacia de sus resultados han sido puestos en duda. Actualmente la mayoría de las publicaciones se centran más en discutir su potencial para ofrecer educación de calidad en todo el mundo a gran escala que en la medición rigurosa de los resultados de aprendizaje. El presente trabajo muestra los resultados de una investigación centrada en el diseño pedagógico de un curso MOOC cooperativo y su influencia en la motivación y en los resultados académicos obtenidos. El diseño se ha validado a través de un estudio Delphi y la variable «motivación» se ha controlado a través de un instrumento estandarizado (Instructional Materials Motivation Survey, IMMS). El rendimiento académico se ha evaluado a través de evidencias de aprendizaje. Se defiende que el diseño, definido por una utilización intensiva de redes sociales y realización de actividades por parte de los estudiantes en sus Entornos Personales de Aprendizaje, influye en el rendimiento, y es la satisfacción con la percepción del diseño la variable que media en dicha relación. Los resultados académicos obtenidos y la motivación de los estudiantes avalan la utilización de cursos MOOC cooperativos en estudios universitarios.

Item type: Journal article (Paginated)
Keywords: Higher education, learning, motivation, personal learning environments, cooperative learning environments, virtual learning, educational innovation, educational research
Subjects: C. Users, literacy and reading.
Depositing user: Alex Ruiz
Date deposited: 06 Jan 2015 08:45
Last modified: 06 Jan 2015 08:45
URI: http://hdl.handle.net/10760/24347

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