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    Por favor, use este identificador para citar o enlazar este ítem:http://uvadoc.uva.es/handle/10324/38662

    Título
    Quality assurance methods assessing instructional design in MOOCs that implement Active Learning Pedagogies: An evaluative case study
    Autor
    Aloizou, Valeria
    Villagrá Sobrino, Sara LorenaAutoridad UVA Orcid
    Martínez Monés, AlejandraAutoridad UVA
    Asensio Pérez, Juan IgnacioAutoridad UVA Orcid
    García Sastre, SaraAutoridad UVA Orcid
    Congreso
    EMOOCs 2019: Sixth European MOOCs Stakeholders Summit
    Año del Documento
    2019
    Editorial
    CEUR Workshop Proceedings
    Descripción Física
    6 p.
    Descripción
    Producción Científica
    Documento Fuente
    Calise, M. et al. (eds.). EMOOCs 2019: Sixth European MOOCs Stakeholders Summit. CEUR: Napoles, Italy, 2019. p. 14-19
    Resumo
    Since more and more Massive Open Online Courses (MOOCs) appear, constituting an innovative part of online education, they should also undergo quality assurance to assess their pedagogical design similarly to other online courses. Recently, new studies have appeared presenting quality assurance methods (QA) for assessing the instructional design in MOOCs with pedagogical innovations, like those implementing active learning pedagogies (e.g. collaboration, gamification), which provide designers and instructors with useful strategies in order to design more interactive MOOCs. However, it is not that clear how these efforts are being addressed and up to which point are appropriate to assess active learning pedagogies. Therefore, a Systematic Literature Review (SLR) was conducted to identify the most mature existing MOOC QA methods. Afterwards, an evaluative case study was carried out, based on the Evaluand-oriented Responsive Evaluation Model (EREM), to apply the selected methods to a MOOC implementing active learning pedagogies. As the results suggest, the instruments of the selected QA methods need enrichment to assess effectively the instructional design based on active learning pedagogies, by providing specific questions proper for this kind of MOOCs or, by stating the underlying pedagogical model clearly so that the designers could consider beforehand if it is appropriate or not for their case. The results of the study are a first step to define new, enriched quality assessment methods for MOOCs that apply active learning approaches.
    Palabras Clave
    MOOC (Massive Open Online Course)
    CEMA (Curso En Línea Masivo y Abierto)
    Quality Framework
    Marco de calidad
    Instructional design
    Diseño instruccional
    Active learning
    Aprendizaje activo
    Quality assurance
    Aseguramiento de calidad
    ISSN
    1613-0073
    Patrocinador
    Ministerio de Ciencia, Innovación y Universidades - Fondo Europeo de Desarrollo Regional (projects TIN2017-85179-C3-2-R / TIN2014-53199-C3-2-R)
    Junta de Castilla y León - Fondo Europeo de Desarrollo Regional (project VA257P18)
    Comisión Europea (project 588438-EPP-1-2017-1-EL- EPPKA2-KA)
    Version del Editor
    http://ceur-ws.org/Vol-2356/
    Idioma
    eng
    URI
    http://uvadoc.uva.es/handle/10324/38662
    Tipo de versión
    info:eu-repo/semantics/publishedVersion
    Derechos
    openAccess
    Aparece en las colecciones
    • DEP71 - Comunicaciones a congresos, conferencias, etc. [120]
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    Nombre:
    Quality-assurance-methods-MOOCs.pdf
    Tamaño:
    2.357Mb
    Formato:
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    Attribution-NonCommercial-NoDerivatives 4.0 InternacionalExceto quando indicado o contrário, a licença deste item é descrito como Attribution-NonCommercial-NoDerivatives 4.0 Internacional

    Universidad de Valladolid

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