The pedagogical quality of MOOCs based on a systematic review of JCR and Scopus publications (2013-2015)

La calidad pedagógica de los MOOC a partir de la revisión sistemática de las publicaciones JCR y Scopus (2013-2015)

Josep M. Duart, Rosabel Roig-Vila, Santiago Mengual-Andrés

DOI: https://doi.org/10.22550/REP75-1-2017-02

MOOCs are seen as the latest development in online learning and since their launch in 2008 they have become an integral part of university course curricula. We are currently at an early stage in the development of MOOCs; few studies have been published on their assessment so far. Consequently, this paper is based on a literature review, using the main academic databases JCR and Scopus, on 33 articles published between 2013 and 2015 with the objective of determining the educational quality of MOOCs. The methodology is based on a literature review procedure in which seven categories were distinguished when carrying out the analysis: course planning, contents, methodology, resources and activities, motivation, communication, and assessment and certification. The results of this study show that the assessment of the quality of MOOCs refers to a slightly higher than average quality, except for the three variables of content, resources and activities, and assessment.
However, it warns of a lack of studies that assess the pedagogical quality of MOOCs and so we suggest further studies are needed with greater methodological rigour to obtain conclusive results.

 

Cite this article as: Duart, J. M., Roig-Vila, R., Mengual-Andrés, S., & Maseda Durán, M.-A. (2017). La calidad pedagógica de los MOOC a partir de la revisión sistemática de las publicaciones JCR | The pedagogical quality of MOOCs based on a systematic review of JCR and Scopus publications (2013-2015). Revista Española de Pedagogía, 75 (266), 29-46. doi: https://doi.org/10.22550/REP75-1-2017-02

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Josep M. Duart. Universitat Oberta de Catalunya (UOC).
Rosabel Roig-Vila. Universidad de Alicante.
Santiago Mengual-Andrés. Universidad de Valencia.
Miguel-Ángel Maseda Durán. Universidad de Valencia.