Fortalezas y debilidades de los cursos masivos abiertos en línea (MOOC) frente a otros modelos de enseñanza en contextos socio-educativos

Referencias bibliográficas

• Barba, P. G., Malekian, D., y otros 4 autores, The Importance and Meaning of Session Behaviour in a MOOC, doi: 10.1016/j.compedu.2019.103772, Computers & Education, 146, 103-772 (2020). [ Links ]
• Bell, F., Connectivism: Its Place in Theory-Informed Research and Innovation in Technology-Enabled Learning, https://doi.org/10.19173/irrodl.v12i3.902, International Review of Research in Open and Distance Learning, 12, 3, 98- 118 (2011). [ Links ]
• Brennan, R.L. y Prediger, D.J., Coefficient Kappa: Some Uses, Misuses, and Alternatives, Educational and Psychological Measurement, 41, 687-99 (1981). [ Links ]
• Cano, C. y Hernández, S.C., Gestion en Línea de las Evidencias de Aprendizaje en Educación Superior. Formación Universitaria, 4(6), 13-20 (2011). [ Links ]
• Clará, M. y Barberá, E., Learning Online: Massive Open Online Courses (MOOCs), Connectivism, and Cultural Psychology, Distance Education, 34, 1, 129-136 (2013). [ Links ]
• Dawna, E., Eleanore, R., y otros 2 autores, Evaluating the Validity and Applicability of Automated Essay Scoring in Two Massive Open Online Courses, doi: 10.19173/irrodl.v15i5.1857, The Internacional Review os Research in Open and Distance Learning, 15 (5), pp.83-98 (2014). [ Links ]
• Downes, S., Recent Work in Connectivism, https://doi.org/10.2478/eurodl-2019-0014, European Journal of Open, Distance and E-Learning, 22(2), 113-132 (2020). [ Links ]
• Dunn, T. J. y Kennedy, M., Technology Enhanced Learning in Higher Education; Motivations, Engagement and Academic Achievement, https://doi.org/10.1016/j.compedu.2019.04.004, Computers & Education, 137, 104-113 (2019). [ Links ]
• Gómez-Galán, J., Martín, A. H., y otros 2 autores, MOOC Courses and the Future of Higher Education: A New Pedagogical Framework, River Publishers, Aalborg, Dinamarca (2019). [ Links ]
• Gómez-Galán, J. , MOOC Courses in the Context of Distance Education: A New Pedagogical Approach; in Progress in Education by R.V. Nata, pp. 57-74, Nova Science Publishers, Nueva York, Estados Unidos (2020). [ Links ]
• Gómez-Galán, J. , Vergara, D. y otros 2 autores, Time of Use and Patterns of Internet Consumption in University Students: A Comparative Study Between Spanish-Speaking Countries, https://doi.org/10.3390/su12125087, Sustainability 12(12), 5087 (2020). [ Links ]
• Holsti, O.R., Content Analysis for the Social Sciences and Humanities, Addison-Wesley. Reading, MA, Estados Unidos (1969). [ Links ]
• Hood, N. y Littlejohn, A., Disruptive Democratisers? The Complexities and Incongruities of Scale, Diversity and Personalisation in MOOCs; in Ubiquitous Inclusive Learning in a Digital Era. Series: Advances in Educational Technologies and Instructional Design by E. Ossiannilsson, pp. 1-28, IGI Global, Hershey, PA, Estados Unidos (2018) [ Links ]
• Kanematsu, H. y Barry, D., ICT and the Impact on Education; in STEM and ICT Education in Intelligent Environments by H. Kanematsu y D. M. Barry, pp. 33-36, Springer, Cham, Suiza (2016). [ Links ]
• Liyanagunawardena, T., Adams, A. y otro autor, MOOCs: A Systematic Study of the Published Literature 2008-2012, https://doi.org/10.19173/irrodl.v14i3.1455, International Review of Research in Open and Distance Learning, 14, 3, 202-227 (2013). [ Links ]
• López-Meneses, E., El Fenómeno MOOC y el Futuro de la Universidad, Fronteras de la Ciencia, 1, 90-97 (2017) [ Links ]
• Ma, L., y Lee, C.S., Investigating the Adoption of MOOCs: A Technology-User-Environment Perspective, Journal of Computer Assisted Learning, 35(1), 89-98 (2019). [ Links ]
• Mackness, J., Mak, F.J., y otro autor, The Ideals and Reality of Participating in a MOOC; in Proceedings of the 7th International Conference on Networked Learning by L. Dirckinck, pp. 266-274, Lascaster University, Lancaster, Reino Unido (2010) [ Links ]
• Maxwell, J. A., Qualitative Research Design: An Interactive Approach. Sage Publications, Thousand Oaks, CA, Estados Unidos (1996). [ Links ]
• Miles, M.B. y Huberman, A., Qualitative Data Analysis: An Expanded Sourcebook, Sage, Newbury Park, CA, Estados Unidos (1994) [ Links ]
• Pérez-Parras, J., y Gómez-Galán, J. , Knowledge and Influence of MOOC Courses on Initial Teacher Training, doi: 10.18562/ijee.2015.0008, International Journal of Educational Excellence, 1(2), 81-99 (2015) [ Links ]
• Pomerol, J. C., Epelboin, Y. y otro autor, MOOCs: Design, Use and Business Models, John Wiley & Sons, Nueva York, Estados Unidos (2015). [ Links ]
• Regalado, A. The Most Important Education Technology in 200 Years, MIT Technology Review, 116 (1), 61-62 (2012). [ Links ]
• Reich, J. y Ruipérez-Valiente, J. A., The MOOC pivot, Science, 363(6423), 130-131 (2019). [ Links ]
• Saadatdoost, R., Jafarkarimi, H., y otros dos autores, Understanding MOOC learners: Insights from participation in Coursera MOOC, doi.org/10.4018/ijwltt.2019010107, International Journal of Web-Based Learning and Teaching Technologies, 14(1), 93-112 (2019). [ Links ]
• Schulmeister, R. As Undercover Student in MOOCs, University of Hamburg, Hamburgo, Alemania (2012) [ Links ]
• Siemens, G., Massive Open Online Courses: Innovation in Education?; in Open Educational Resources: Innovation, Research and Practice by R. McGreal, W. Kinuthia y S. Marshall, pp. 5-15, Commonwealth of Learning y Athabasca University, Vancouver, Canadá (2013). [ Links ]
• Swan, K., Day, S. y otro autor, Metaphors for Learning and MOOC Pedagogies; in Proceedings of the Third ACM Conference on Learning Scale by D.A. Joyner, pp. 125-128, ACM, Nueva York, Estados Unidos (2016) [ Links ]
• Torres, T. y Vidal, M.A., MOOC y Modelos de Aprendizaje Combinado. Una Aproximación Práctica, https://doi.org/10.5944/ried.22.2.24093, Revista Iberoamericana de Educación a Distancia, 22(2), 325-343 (2019). [ Links ]
• Valderrama, J.O., Sánchez, A. y otro autor, Colaboración Académica Internacional en Tecnologías de la Información y Docencia Virtual. Formación Universitaria, 2(6), 3-13 (2009). [ Links ]
• Vázquez-Cano, E., Gómez-Galán, J. , y otros 2 autores, Incidence of a Non-Sustainability Use of Technology on Students’ Reading Performance in Pisa, https://doi.org/10.3390/su12020749, Sustainability 12, 749 (2020). [ Links ]
• Yin, R. K., Case Study Research: Design and Methods, Applied social research Methods Series, Sage, Newbury Park CA, Estados Unidos (1989). [ Links ]