Learning in the openness: the lost way of the MOOC
19 páginas
Autores Principales: | , , |
---|---|
Formato: | journal article |
Lenguaje: | Inglés (English) |
Publicado: |
Digital Education Review
9/5/
|
Materias: | |
Acceso en línea: | http://hdl.handle.net/10818/48403 |
id |
ir-10818-48403 |
---|---|
recordtype |
dspace |
spelling |
ir-10818-484032022-04-08T17:10:07Z Learning in the openness: the lost way of the MOOC Aprender en la apertura: el camino perdido de los MOOC Chiappe, Andres Ibarra, Herly Lizasoain, Luis MOOC Collaboration Open Educational Resources Network-based learning Lifelong learning. 19 páginas At the end of the 2000´s, MOOCs broke into the educational field with the promise of learning with features more suited to the demands of our times. Their connectivist genesis provided a provocative expectation regarding the potential of collaboration, sharing, reuse, and free access, as factors of a possible transformation of the current educational system, which has been characterized by being rigid and reluctant to change. Given the relevance and growing participation of MOOC in education, there is a strong interest in understanding both their functioning and structure so that they can be considered as relevant educational options for a networked society. In this sense, a mixed study was conducted on 225 MOOCs based on the four categories that make up their denomination. The results of the study show that the contributions of MOOCs as generators of shared and collaborative learning experiences as proposed in their origins are not reflected in the reality of their current offering. A finales de la década del 2000, los MOOC irrumpieron en el ámbito educativo con la promesa de aprendizaje con características más adecuadas a las exigencias de nuestro tiempo. Su génesis conectivista proporcionó una expectativa provocativa con respecto al potencial de colaboración, intercambio, reutilización, y la gratuidad, como factores de una posible transformación del actual sistema educativo, que se ha caracterizado por ser rígido y reacio al cambio. Dada la relevancia y la creciente participación de los MOOC en la educación, existe un fuerte interés en comprender tanto su funcionamiento como su estructura para que puedan ser considerados como elementos educativos relevantes opciones para una sociedad en red. En este sentido, un estudio multimétodo, exploratorio y mixto se llevó a cabo sobre 225 MOOC basados en las cuatro categorías que componen su denominación: Masiva, Abierta, Online y Curso. El estudio se desarrolló a través de tres etapas: alistamiento, trabajo de campo e informe. Los resultados del estudio muestran que la aportes de los MOOC como generadores de experiencias de aprendizaje compartido y colaborativo como propuestas en sus orígenes no se reflejan en la realidad de su oferta actual 9/5/2021 16:23 9/5/2021 16:23 2020 journal article publishedVersion Laverde, A. C., Ibarra, H., & Hernández, L. L. (2020). Learning in the openness: the lost way of the MOOC. Digital Education Review, (38), 42-60. 2013-9144 https://dialnet.unirioja.es/servlet/articulo?codigo=7935577 http://hdl.handle.net/10818/48403 eng Digital Education Review, (38), 42-60. Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ openAccess application/pdf Digital Education Review Universidad de La Sabana Intellectum Repositorio Universidad de La Sabana https://intellectum.unisabana.edu.co |
institution |
Universidad de La Sabana |
collection |
DSpace |
language |
Inglés (English) |
topic |
MOOC Collaboration Open Educational Resources Network-based learning Lifelong learning. |
spellingShingle |
MOOC Collaboration Open Educational Resources Network-based learning Lifelong learning. Chiappe, Andres Ibarra, Herly Lizasoain, Luis Learning in the openness: the lost way of the MOOC |
description |
19 páginas |
format |
journal article |
author |
Chiappe, Andres Ibarra, Herly Lizasoain, Luis |
author_facet |
Chiappe, Andres Ibarra, Herly Lizasoain, Luis |
author_sort |
Chiappe, Andres |
title |
Learning in the openness: the lost way of the MOOC |
title_short |
Learning in the openness: the lost way of the MOOC |
title_full |
Learning in the openness: the lost way of the MOOC |
title_fullStr |
Learning in the openness: the lost way of the MOOC |
title_full_unstemmed |
Learning in the openness: the lost way of the MOOC |
title_sort |
learning in the openness: the lost way of the mooc |
publisher |
Digital Education Review |
publishDate |
9/5/ |
url |
http://hdl.handle.net/10818/48403 |
_version_ |
1741873709910589440 |
score |
12,131701 |