193 research outputs found

    A methodology proposal for developing Adaptive cMOOC

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    [EN] Massive Open Online Courses or MOOCs, both in their major approaches xMOOC and cMOOC, are attracting a very interesting debate about their influence in the higher education future. MOOC have both great defenders and detractors. As an emerging trend, MOOCs have a hype repercussion in technological and pedagogical areas, but they should demonstrate their real value in specific implementation and within institutional strategies. Independently, MOOCs have different issues such as high dropout rates and low number of cooperative activities among participants. This paper presents an adaptive proposal to be applied in MOOC definition and development, with a special attention to cMOOC, that may be useful to tackle the mentioned MOOC problems

    E-Learning through an Adaptive cMOOC: Is it Worthyof Further Research?

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    This paper describes the types of MOOC considered by researchers, and highlights the latter's focus on Connectivist MOOC. In addition, it analyses MOOC methodologies, and learners' interest in MOOC based on the concepts of adaptability, connectivism, and socio-constructivism. This is to address the high dropout rate issue on MOOC platforms. The main objective of this work is to review the empirical results reported in these studies. To reach this goal, a Systematic Literature Review of 798 papers was carried out from 2013 until April 2021, where 446 papers were selected as primary studies. The results obtained from the classification and the analysis of the collected data confirmed the importance of continuing research in the field. Based on the concepts of socio-constructivism and adaptability, the objective is to provide an adaptive cMOOC for the profile and the needs of each learner; blending learning styles and pedagogical models with machine learning technologies

    Immersive Telepresence: A framework for training and rehearsal in a postdigital age

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    Methodological Approach and Technological Framework to Break the Current Limitations of MOOC Model

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    [EN]A methodological approach and technological framework are proposed to improve learning outcomes in Massive Open Online Courses (MOOCs), taking into account the distinguishing features of this kind of massive courses over traditional online courses. The proposed methodology integrates the learning strategies of xMOOCs and cMOOCs with adaptivity and knowledge management capabilities. In order to test the learning results of the methodology and the need of supporting technological framework for it, a MOOC was made based on the methodological proposal and using a MOOC platform called MiríadaX. The quantitative results have improved considerably the MOOC completion rate (compared to the average of the rest of MOOC MiríadaX) and the qualitative results show a great satisfaction with the learning outcomes of the learners. However, the technological environment did not allow us develop all the methodological capabilities and it was one of the main concerns of the MOOC attendances. Therefore, from the analysis of collected data and considering the limitations of current MOOC technology platforms, a technological framework has been designed. It may incorporate the proposed methodology in an efficient and effective way. Based on this proposed technological framework, a MOOC platform has been developed and delivered, used by three Spanish Universities to offer MOOCs. This new platform and the supported technological framework have been tested with a first pilot with promising result

    Extending MOOC ecosystems using web services and software architectures

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    [EN]This paper present a research project that tries to extend the MOOC ecosystems by integrating external tools like social networks. This integration is developed by using a software architecture that mediate between the different systems and platforms establishing communication workflows and analyzing the information retrieved. This kind of system is applied in a real case, and it allows teachers and managers of the MOOC platform to get enhanced information and insights about users interaction with contents and MOOC tools, as well as some metrics impossible to retrieve or calculate manually in this kind of eLearning platforms with high amounts of users

    Personalisation in MOOCs: a critical literature review

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    The advent and rise of Massive Open Online Courses (MOOCs) have brought many issues to the area of educational technology. Researchers in the field have been addressing these issues such as pedagogical quality of MOOCs, high attrition rates, and sustainability of MOOCs. However, MOOCs personalisation has not been subject of the wide discussions around MOOCs. This paper presents a critical literature survey and analysis of the available literature on personalisation in MOOCs to identify the needs, the current states and efforts to personalise learning in MOOCs. The findings illustrate that there is a growing attention to personalisation to improve learners’ individual learning experiences in MOOCs. In order to implement personalised services, personalised learning path, personalised assessment and feedback, personalised forum thread and recommendation service for related learning materials or learning tasks are commonly applied
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