In this paper, we analyse the role of the student’s digital reputation as a motivational factor for successfully completing Massive Open Online Courses (MOOCs). After a review of the academic liter...

Student’s social e-reputation (“karma”) as motivational factor in MOOC learning

In recent years, institutions of higher education have been using Massive Open Online Courses (MOOCs) as an alternative to enhance and innovate traditional classroom practices. One of the approaches to this type of innovation consists of using the platforms where MOOCs are hosted for the development of courses that are aligned to their on-campus curricular contents. They are known as Small Private Online Courses (SPOCs), which allow online access to knowledge for groups of students with a well-defined profile. The platforms where MOOCs (and SPOCs) are hosted have been designed to support large volumes of data and visits. However, these platforms present important limitations regarding the implementation of collaborative learning activities. To address this problem, this article presents MyMOOCSpace, a cloud-based mobile system aimed at supporting effective collaboration in MOOCs, by combining key aspects of collaboration from the research area of Computer Supported Collaborative Learning (CSCL) with game-based dynamics. MyMOOCSpace has been tested in three quasi-experiments that were run in four Latin-American universities with a total of 68 participants. The objective was to assess its usability and its effect in enhancing collaboration among students in a SPOC. The results obtained on usability show that MyMOOCSpace is easy to use, and that participants felt pleased with while using it. Finally, it was observed that MyMOOCSpace managed to enhance interaction and collaboration among students.

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MyMOOCSpace: A cloud-based mobile system to support effective collaboration in higher education online courses

This research reviews the formative model of the sMOOCs (social MOOC) characterized by the interaction and the implication of the participants who, relying on collective intelligence, look for the co-creation of knowledge in every educational action. The fieldwork focuses on the analysis of the “Step by Step” sMOOC of ECO Project (the second and third editions), that aims at the training of e-teachers and the transfer of learning to the professional field. The research methodology is mixed, with quantitative and qualitative techniques: it uses a semi-structured questionnaire, in order to compare possible bivariate correlations between the different variables; it conducts a content analysis of the fragments of messages written by the participants in the forums of the course. One of the most significant conclusions is the high degree of satisfaction of the participants with regard to the value of the course for their professional life. This form of transfer of the learning process leads to the propo...

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Collaborative lifelong learning and professional transfer. Case study: ECO European Project

One of the characteristics of Massive Open Online Courses (MOOCs) is the huge amount of participants However, participants do not collaborate among them Moreover, the results show that despite the existence of tools like forums and peer review activities, current MOOC platforms do not have mechanisms to support collaboration According to the literature, there are 6 aspects to promote effective collaboration: (1) having a common objective, (2) positive interdependence, (3) coordination and communication, (4) individual responsability, (5) awareness and positive interaction, and (6) joint rewards This article presents MyMOOCSpace, a first prototype of a mobile game that has been designed to foster collaboration in MOOCs considering three of the six aspects mentioned: the common objective, positive interdependence and individual responsability Fourteen students participated in a controlled study to assess the usability, the game mechanisms and the use of MyMOOCSpace The results show that the application is usable and that participants understand the dynamics of the game, but there are aspects of design that must be changed for future releases

Fostering effective collaboration in MOOCs through mobile apps

espanolAnte los cambios en la Educacion provocados por los avances tecnologicos y sus aplicaciones en esta, este estudio analiza la opinion de los estudiantes de la Universidad de Huelva (Espana) sobre los MOOC como sistema de aprendizaje y su aplicacion como cursos de iniciacion a las asignaturas con los principios basicos que sustentan a las mismas (llamado “Cursos Cero” en la ensenanza tradicional, cuando se produce dentro del aula), ademas de aclarar la preferencia de estos estudiantes por los MOOC o por los “Cursos Cero”; con el fin de describir la transicion de la ensenanza reglada a su adaptacion tecnologica en esta universidad. Investigacion desarrollada a traves de cuestionario realizado por los 87 estudiantes de la asignatura Gestion Recursos de la Informacion de la Universidad de Huelva y que concluyen con la alta aceptacion de los MOOC dentro de estos estudiantes y su apoyo a un futuro con formacion a traves de estos en esta universidad, tanto para cursos de iniciacion a las asignaturas como para cursos de complementacion de aspectos muy especializados de cada uno de los temas de las asignaturas correspondientes. Prevaleciendo, incluso, la preferencia por los MOOC en los cursos de iniciacion sobre los “Cursos Cero”. EnglishGiven the changes in education caused by technological advances and applications in this one, this study analyzes the views of students at University of Huelva (Spain) on the MOOCs as learning system and its application as introductory courses in subjects with the basic principles that underpin thereof (called "Courses Zero" in traditional teaching, when it occurs in the classroom), in addition to clarify the preference of these students by MOOCs or the "Courses Zero"; in order to describe the transition from formal education to its technological adaptation in this university. Research developed through questionnaire by the 87 students of the subject Information Resources Management at the University of Huelva and concluding with the high acceptance of MOOCs within these students and support for a future education through them at this university, both introductory courses in subjects as complementary courses highly specialized in each of the subjects of the relevant subject areas. Prevailing even the preference for MOOCs in introductory courses to ‘Courses Zero’.

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Los MOOC como sistema de aprendizaje en la Universidad de Huelva (UHU)

La presente investigacion examina las dimensiones referidas a la interaccion social que se originan en un MOOC (Massive Open Online Courses) De este modo, abordamos la dimension social del cuestionario “Community of Inquiry” (CoI) cuyos resultados se sintetizan es este estudio El alumnado participo en una accion formativa a traves del MOOC “Capacitacion Emprendedora”, curso que emplea las TIC para ofrecer una formacion a escala masiva y abierta El objetivo principal de este trabajo es analizar las repercusiones de los MOOC en cuanto a la creacion y construccion de comunidades de aprendizaje, junto al fomento de la participacion social del alumnado

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Sandro Raúl Díaz Flores

Papers

Comunidad de aprendizaje y participación social en un curso MOOC