He claimed that the most important contribution of MOOCs resided in their potential to change the relationship between students and teachers, academia and the community at large, by offering a broad and diverse virtual space, a meeting place for the exchange of ideas. Siemens (2004) posits that connectivism is an educational theory characterized by considering learning as an extension of a personal network through which participants learn, share knowledge and comprehend. Just a decade ago, this type of training would have been impossible without the current advances of technology (Friedman, 2013 Skiba, 2013).
Thus, c-MOOCs made knowledge from a wide range of prestigious universities available to the whole world at a speed, scope, scale and price that no traditional course would be in a position to offer (Bell, 2012). They provided access opportunities to the general public and were facilitated by renowned professionals who took a vital role. c-MOOCs, which gave rise to this phenomenon, adopted a pedagogical strategy with an epistemological basis grounded in connectivism they also promoted educational change, not only through technological advances, but also through the theoretical developments that emerged from this field of study (Zapata-Ros, 2013). IntroductionĬurrently, Massive Open Online Courses, or MOOCs, have generated high expectations and revolutionized pedagogical practices by providing open educational resources for reference, usage and adaptation (UNESCO, 2012). Si se proporciona información relevante se podrá evaluar el potencial de aprendizaje que poseen los recursos educativos basados en principios conectivistas y reconocer la calidad pedagógica de los MOOC, con el objetivo de coadyuvar a la visión de un futuro en el que todos tengan acceso a una educación de clase mundial.Ĭursos en línea masivos y abiertos, MOOC, evaluación, calidad pedagógica, actualización docente 1. Se concluye que sin medición de los resultados no se puede valorar el éxito de un MOOC, por ello instituciones y consorcios deben establecer indicadores de evaluación para enfocar sus esfuerzos para la mejora de su calidad pedagógica. Mediante el método Delphi, un grupo de 55 expertos acordó que el tiempo es un factor clave a considerarse en el diseño de las actividades de aprendizaje. El objetivo de este estudio es identificar indicadores relacionados con factores pedagógicos, funcionales, tecnológicos y de tiempo, para evaluar la calidad del MOOC Liderazgo en gestión educativa estratégica a través del uso de la tecnología, ofrecido como recurso de actualización docente en Coursera a 10.161 participantes. Los cursos en línea, masivos y abiertos (MOOC) han generado importantes expectativas y han revolucionado algunas prácticas educativas, al ofrecer recursos educativos abiertos para su consulta, uso y adaptación sin embargo, con frecuencia se cuestiona su calidad pedagógica. Indicadores de calidad pedagógica para el diseño de un curso en línea masivo y abierto de actualización docente The goal is to contribute to a vision of a future in which everyone has access to a world-class education. By providing relevant information, the learning potential of educational resources based on connectivism principles can be evaluated, and so can the quality of MOOCs. It was concluded that without measuring results, the success of a MOOC could not be evaluated thus, institutions and consortia must establish evaluation indicators to focus their efforts on the enhancement of pedagogical quality.
Via the Delphi method, a group of 55 experts agreed that time is a key factor to be considered in the design of learning activities.
The objective of this study is to identify indicators related to pedagogical, functional, technological and time factors in order to assess the quality of the MOOC entitled “Liderazgo en gestión educativa estratégica a través del uso de la tecnología” (Leadership in strategic educational management through the use of technology), offered as a teacher training program through Coursera to 10.161 participants. Massive Open Online Courses (MOOCs) have generated high expectations and revolutionized some educational practices by providing open educational resources for reference, usage and adaptation therefore, their pedagogical quality is often questioned.
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