Factores de éxito académico en la integración de los MOOC en el aula universitaria

Factors for academic success in the integration of MOOCs in the university classroom

Carlos Castaño Garrido
Urtza Garay e Inmaculada Maiz

Resumen

El presente trabajo muestra los resultados de un estudio longitudinal de integración de un MOOC en aulas universitarias presenciales y su influencia en el rendimiento académico. Se discute la relación del rendimiento con el diseño del curso y con el tipo de participación de los estudiantes. El rendimiento se ha evaluado a través de evidencias de aprendizaje, mientras que el diseño y la influencia del tipo de participación se han controlado a través de instrumentos estandarizados (TAM, Technology Acceptance Model, e IMMS, Instructional Materials Motivation Survey). Se obtiene evidencia de que la participación en un curso MOOC mejora los resultados de aprendizaje, y que tanto el tipo de diseño del curso (definido por una utilización intensiva de redes sociales y realización de e-actividades), como una participación activa influyen en el éxito académico.

Cómo citar este artículo: Castaño-Garrido, C., Garay, U., & Maiz, I. (2017). Factores de éxito académico en la integración de los MOOC en el aula universitaria | Factors for academic success in the integration of MOOCs in the university classroom. Revista Española de Pedagogía, 75 (266), 65-82. doi: 10.22550/REP75-1-2017-04

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Biografía de Autor

Carlos Castaño-Garrido. Universidad del País Vasco.
Urtza Garay. Profesora Adjunta. Universidad del País Vasco.
Inmaculada Maiz. Universidad del País Vasco.

Citación recomendada | Recommended citation

Garrido, C. C., & e Inmaculada Maiz, U. G. (2017) . Factores de éxito académico en la integración de los MOOC en el aula universitaria. Revista Española de Pedagogía, 75(266). https://www.revistadepedagogia.org/rep/vol75/iss266/4