content analysis

21 December 2016

After an initial stage of exponential growth in MOOCs, a need has arisen of to address several different aspects of the-se innovations in order to understand and develop them from different perspectives, such as this one, with the analysis of pedagogical dimensions aimed at improving course design. This paper presents an updated review of the literature and proposes five research lines for an in-depth approach. This study is part of a broader research project1 and here analyses 356 MOOCs delivered in Portuguese by 16 different platforms. The research design is quantitative, non-experimental and transversal.
An adaptation of the MOOC Educational and Interactive Indicators Instrument —INdiMOOC-EdI— was used in the data collection process. The reliability and internal consistency analysis of that adaptation for the whole sample resulted in a Cronbach alpha score of 0.731. The data obtained enable us to classify the existing MOOCs in Portuguese according to descriptive, formative, and interactive components. These different types correlate with the quality indices, being negative in the first dimension (descriptive) and positive in the second and third ones (formative and interactive).

 

 

Cite this article as: Lemos-de-Carvalho-Júnior, G., Raposo-Rivas, M., Cebrián-de-la-Serna, M., & Sarmiento-Campos, J. A. (2017). Análisis de la perspectiva pedagógica de los MOOC ofertados en lengua portuguesa | Analysis of the pedagogical perspective of the MOOCs available in Portuguese. Revista Española de Pedagogía, 75 (266), 101-119.  doi: https://doi.org/10.22550/REP75-1-2017-06

3 February 2016

International organizations emphasize the basic right of everyone to enjoy leisure because of the contribution it makes towards peoples self-realization.

This article seeks to determine the specific features of the leisure of young people in vulnerable situations, by identifying its characteristics and the influence of passive leisure and the Internet.

This is carried out through various interviews with key informants, such as young people in social difficulties and the social workers who work with them. A qualitative methodology has been used and for the analysis of content, the Atlas- ti program version 6.0. The project undertaken has helped to identify specific interventions for meaningful leisure, to define the main trends in virtual leisure and to characterize strategies for improving enjoyment.