El futuro de los MOOC: ¿aprendizaje adaptado o modelo de negocio?

Sir John Daniel, Esteban Vázquez Cano, Mercè Gisbert

Resumen


En la actualidad, muchos cursos MOOC se diseñan como si fueran una colección de vídeos a los que se añade un foro, lo que implica seguir un modelo de enseñanza a distancia tradicional sin promover un aprendizaje adaptado o personalizado. Aspectos como estos, junto con la calidad del proceso formativo, deben constituir uno de los principales retos de los MOOC en los próximos años.

Este tipo de cursos pueden desempeñar un importante papel formativo en la educación superior, no solo en países donde ya se está ofreciendo este tipo de formación sino en países en vías de desarrollo. Para hacerlo posible, los MOOC deben adoptar diferentes estrategias de enseñanza para promover un aprendizaje más personalizado que conlleve también algún tipo de certificación y acreditación de las enseñanzas.

El futuro de los MOOC debe pasar por afrontar cinco dimensiones prioritarias: el modelo pedagógico, los procesos de monetización, la certificación, el aprendizaje adaptado y los MOOC en países en vías de desarrollo.


Palabras clave


MOOC, aprendizaje adaptado, certificación, educación superior, modelo pedagógico, calidad

Referencias


Bates, T. (2012). What’s right and what’s wrong about Coursera-style MOOCs? Retrieved from http://www.tonybates.ca/2012/08/05/whats-right-and-whats-wrong-about-coursera-style-moocs/ accessed 2012-09-22

BIS (2013). The maturing of the MOOC: Literature review of massive open online courses and other forms of online distance learning. BIS Research Paper, 130. Retrieved from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/240193/13-1173-maturing-of-the-mooc.pdf

Buffardi, K., & Edwards, S.H. (2014). Introducing CodeWorkout: an adaptive and social learning environment. Proceedings of the 45th ACM Technical Symposium on Computer Science Education, 724. Retrieved from http://dl.acm.org/citation.cfm?doid=2538862.2544317

Cann, A (2013). After the gold rush: MOOCs are augmenting rather than replacing formal educational models. Retrieved from http://blogs.lse.ac.uk/impactofsocialsciences/2013/01/16/after-the-gold-rush/

Clow, D. (2013). MOOCs and the funnel of participation. Third Conference on Learning Analytics and Knowledge. Retrieved from http://oro.open.ac.uk/36657/1/DougClow-LAK13-revisedsubmitted

Curley, N. (2014). Online education platform Coursera blocks students in Syria and Iran. Wamda. Retrieved from http://www.wamda.com/2014/01/coursera-blocks-syria-and-iran-moocs-online-courses

Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 3. Retrieved from http://www-jime.open.ac.uk/jime/article/viewArticle/2012-18/html

Daradoumis, T., Bassi, R., Xhafa, F., & Caballe, S. (2013). A review on massive e-learning (MOOC) design, delivery and assessment. Eighth International Conference on P2P, Parallel, Grid, Cloud and Internet Computing. IEEE Computer Society, 208-213.

Department of Census and Statistics Sri Lanka, (2009). Computer Literacy Survey - 2009. Retrieved from http://www.statistics.gov.lk/CLS/BuletinComputerLiteracy_2009.pdf

Dillenbourg, P., Fox, A., Kirchner, C., Mitchell, J., & Wirsing, M. (Eds). (2014). Massive open online courses: current state and perspectives. Dagstuhl Manifestos. Schloss Dagstuhl-Leibniz-Zentrum für Informatik. Retrieved from http://www.dagstuhl.de/en/program/calendar/semhp/?semnr=14112

Fain, P. (2014). Ideas take shape for new accreditors aimed at emerging online providers. Inside Higher Ed. Retrieved from http://www.insidehighered.com/news/2014/05/09/ideas-take-shape-new-accreditors-aimed-emerging-online-providers#sthash.TrrbNDAP.dpbs

Fox, A. (2013). From MOOCs to SPOCs. Communications of the ACM, 56(12), 38-40. Retrieved from http://cacm.acm.org/magazines/2013/12/169931-from-moocs-to-spocs/fulltext

Gaebel, M. (2014). MOOCS Massive Open Online Courses. European University Association, 1-35. Retrieved from https://oerknowledgecloud.org/content/moocs-massive-open-online-courses

Hollands, F., & Tirthali, D. (2014). MOOCs: expectations and reality. Full report. New York: Columbia University, Center for Benefit-Cost Studies of Education, Teachers College. Retrieved from http://cbcse.org/wordpress/wp-content/uploads/2014/05/MOOCs_Expectations_and_Reality.pdf

Kolowich, S. (2013a). American Council on Education recommends 5 MOOCs for credit. The Chronicle of Higher Education. Retrieved from https://chronicle.com/article/American-Council-on-Education/137155/

Kolowich, S (2013b). The Professors Who Make the MOOCs. Retrieved from http://chronicle.com/article/The-Professors-Behind-the-MOOC/137905/#id=overview. Accessed 24/06/2013

Kolowich, S. (2014). Coursera will offer certificates for sequences of MOOCs. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/wiredcampus/coursera-will-offer-certificates-for-sequences-of-moocs/49581

Liyanagunawardena, T., Williams, S, & Adams, A. (2013). The Impact and Reach of MOOCs: A Developing Countries’ Perspective. eLearning Papers, 33. Retrieved from http://www.openeducationeuropa.eu/es/article/Impacto-y-alcance-de-los-MOOC%3A-Perspectiva-de-los-pa%C3%ADses-en-desarrollo?paper=124337

Mak, S., Williams, R., & Mackness, J. (2010). Blogs and Forums as Communication and Learning Tools in a MOOC. International Conference on Networked Learning 2010. Lancaster: University of Lancaster.

Moody’s Investor Service. (2013). US Higher Education Outlook Negative in 2013. Retrieved from https://www.moodys.com/research/Moodys-2013-outlook-for-entire-US-Higher-Education-sector-changed--PR_263866

Moser-Mercer, B. (2014). MOOCs in fragile contexts. European MOOCs Stakeholders Summit. Retrieved from http://inzone.fti.unige.ch/Media-Upload_Xvc78HxeZ34xv/Kcfinder/files/MOOCs%20in%20Fragile%20Contexts.pdf

Newman, J. (1858). The Idea of a University: Defined and Illustrated. (Ed. by Ian T. Ker, 1976). Oxford: Oxford University Press.

Nguyen, A., Piech, C., Huang, J., & Guibas, L. (2014). Codewebs: scalable homework search for massive open online programming courses. Proceedings of the 23rd International World Wide Web Conference, Seoul, Korea. Retrieved from http://www.stanford.edu/~jhuang11/research/pubs/www14/nphg-www14.pdf

The Economist (2014). The future of universities. The digital degree. Retrieved from http://www.economist.com/news/briefing/21605899-staid-higher-education-business-about-experience-welcome-earthquake-digital

Parr, C. (2013). Not Staying the Course. Times Higher Education. Retrieved from https://www.insidehighered.com/news/2013/05/10/new-study-low-mooc-completion-rates

Trucano, M. (2013a). MOOCs in Africa. Retrieved from http://blogs.worldbank.org/edutech/moocs-in-africa

Trucano, M. (2013b). More about MOOCs and developing countries. Retrieved from http://blogs.worldbank.org/edutech/moocs-in-africa

UNESCO (2013). Introduction to MOOCs: Avalanche, Illusion or Augmentation? Retrieved from http://iite.unesco.org/pics/publications/en/files/3214722.pdf

UNICEF (2013). Sri Lanka Statistics. Retrieved March 20, 2013 from http://www.unicef.org/infobycountry/sri_lanka_statistics.html

Universities UK (2013). Massive Open Online Courses: Higher education’s digital moment? Retrieved from http://www.universitiesuk.ac.uk/highereducation/Pages/MOOCsHigherEducationDigitalMoment.aspx

Yuan, L., & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education. Retrieved from http://publications.cetis.ac.uk/2013/667

Yuan, L., Powell, S., & Olivier, B. (2014). Beyond MOOCs: Sustainable Online Learning in Institutions. Cetis. White paper. Retrieved from http://publications.cetis.ac.uk/2014/898




DOI: http://dx.doi.org/10.7238/rusc.v12i1.2475

Enlaces refback

  • No hay ningún enlace refback.


Bookmark and Share


Universitat Oberta de Catalunya. eLearn Center 

RUSC. Universities and Knowledge Society Journal es una revista científica editada por la Universitat Oberta de Catalunya (Barcelona).

Creative Commons
Los textos publicados en esta revista están sujetos –si no se indica lo contrario– a una licencia de Reconocimiento 3.0 España de Creative Commons. Puede copiarlos, distribuirlos, comunicarlos públicamente, hacer obras derivadas y usos comerciales siempre que reconozca los créditos de las obras (autoría, nombre de la revista, institución editora) de la manera especificada por los autores o por la revista. La licencia completa se puede consultar en http://creativecommons.org/licenses/by/3.0/es/deed.es.