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Research opportunities for educational innovation in the era of MOOCs and learning analytics
Alario-Hoyos, Carlos

Translated titleOportunidades de investigación en innovación educativaen la era de los MOOCs y el learning analytics
PublishedSeptember 2019
ConferenceI Jornadas de Educación a Distancia y Tecnología Educativa
CountryParaguay, South America

MOOCs (Massive Open Online Courses) have been a major revolution in education, especially in higher education, and have served as a catalyst for educational institutions to reflect (beyond the discussion of whether or not to offer MOOCs) on their digital education strategy. Likewise, MOOCs have been an important source of data for large-scale research on educational technology. This article reflects on some of the MOOC-related research advances that have occurred in recent years. These advances are organized into six categories: 1) instructional design of MOOCs, 2) integration of external tools in MOOCs; 3) social interaction in MOOCs; 4) self-regulation of learning in MOOCs; 5) prediction of student behavior in MOOCs; and 6) reuse of MOOCs to support teaching on campus. In addition, this article discusses some of the current opportunities to do research in the field of MOOCs, taking as a reference the data that can be collected to improve teaching and learning processes, grouping most of these opportunities under the field of learning analytics. On the seventh anniversary of the publication of the famous article "The year of the MOOC", there are more challenges than ever about the future of education, and especially about the future of higher education. Only those who know how to make good use of the existing opportunities will survive in an area of increasing competition.

Los MOOCs (Massive Open Online Courses–Cursos en Línea Masivos Abiertos) han supuesto una revolución importante en educación, especialmente en educación superior, y han servido como catalizador para que las instituciones educativas reflexionen (más allá de la discusión sobre si ofrecer MOOCs o no) sobre su estrategia de educación digital. De la misma forma, los MOOCs han supuesto una importante fuente de datos para hacer investigación en tecnología educativa a gran escala. Este artículo reflexiona sobre algunos de los avances en investigación relacionados con los MOOCs que se han producido en los últimos años. Estos avances se organizan en seis categorías: 1) diseño instruccional de MOOCs, 2) integración de herramientas externas en MOOCs; 3) interacción social en MOOCs; 4) autorregulación del aprendizaje en MOOCs; 5) predicción del comportamiento de los estudiantes en MOOCs; y 6) reutilización de MOOCs como soporte a la docencia en el campus. Además, este artículo discutealgunas de las oportunidades existentes actualmente para llevar a cabo investigaciones en el ámbito de los MOOCs, tomando como referencia los datos que es posible recoger para mejorar los procesos de enseñanza y aprendizaje, agrupándose la mayoría de dichas oportunidades bajo el campo de analítica del aprendizaje (learning analytics). Cuando se cumplen siete años dela publicación delfamoso artículo titulado “The year of the MOOC”, aparecenmás incógnitas que nunca sobre el futuro de la educación, y especialmente sobre el futuro de la educación superior. Solamente aquéllos que sepan aprovechar correctamente las oportunidades existentes lograrán sobrevivir en un área en la que cada vez existe más competencia.

Keywords MOOC · instructional design · tool integration · social interaction · self-regulation · student behavior · reuse

Published atAt Asunción
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