The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
Dise帽o de un sistema de apoyo a la regulaci贸n social del aprendizaje en los xMOOC
Garcia, Iolanda · Barber脿, Elena · Maina, Marcelo

Translated titleDesign of a Support System for the Social Regulation of Learning in xMOOC
Published20 December 2019
JournalResearch in Education and Learning Innovation Archives
Issue 23, Pages 43-61
CountrySpain, Europe

ABSTRACT
Esta investigaci贸n tiene como objetivo estudiar los procesos de regulaci贸n del aprendizaje, atendiendo tanto a su dimensi贸n individual como social, en entornos de xMOOC. En concreto,se propone analizar c贸mo los procesos de autorregulaci贸n, corregulaci贸n y regulaci贸n social com-partida pueden apoyarse y promoverse en este tipo de contextos abiertos y masivos para conseguirun aprendizaje m谩s profundo. Para ello, se aplica un modelo de investigaci贸n basada en el dise帽oque permite intervenir directamente en la pr谩ctica pedag贸gica, a trav茅s de un proceso c铆clico decuatro etapas: dise帽o, intervenci贸n, evaluaci贸n y reflexi贸n y redise帽o de un sistema de apoyo a laregulaci贸n del aprendizaje en un xMOOC. En este art铆culo se presenta la primera iteraci贸n de la investigaci贸n junto con los resultados de las entrevistas semiestructuradas con algunos participantes.En primer lugar, se realiza una revisi贸n de literatura de la que derivan los fundamentos te贸ricosdel dise帽o aplicados en el sistema de apoyo a la regulaci贸n planteado. A continuaci贸n, se describe con detalle el dise帽o e implementaci贸n de dicho sistema conformado por un conjunto de avisos(prompts) introducidos de manera estrat茅gica en un xMOOC sobre gamificaci贸n. Seguidamente sediscuten los resultados obtenidos, entre los que destacan el diverso aprovechamiento de los tipos deavisospor parte de los participantes y la dificultad de activar indicadores de orientaci贸n y reflexi贸nde car谩cter social, en un entorno de aprendizaje de las caracter铆sticas de un xMOOC. Finalmentese extraen algunas conclusiones y recomendaciones para el dise帽o de la regulaci贸n y la pr谩ctica deaprendizaje en xMOOC.

ABSTRACT
This research aims at studying the processes of learning regulation in xMOOC environments, attending to both the individual and social dimensions of learning. Specifically, it attempts to analyze how the processes of self-regulation, co-regulation and socially shared regulation can besupported and promoted in open and massive learning contexts to achieve a deeper learning. To this end, a design-based research model is applied to allow a direct intervention in pedagogical practice, through a cyclic process of four stages: design, intervention, evaluation and reflection and redesign of a support system for the regulation of learning in an xMOOC. This paper presents the first iteration of the research together with the results of semi-structured interviews with some participants. First, we present the theoretical foundations of the design that have been applied to the proposed regulation support system as a result of a comprehensive literature review. Next, we describe the implementation of the system, composed of a set of prompts strategically administered into an xMOOC on gamification. Then, we present the results, among which we highlight the diverse use of the prompts made by the participants and the challenges to activate traces of social orientation and reflection in a learning environment of the characteristics of an xMOOC. Finally, some conclusions and recommendations for the design of learning regulation and practice in xMOOC are drawn.

Keywords dise帽o del aprendizaje · regulaci贸n del aprendizaje · autorregulaci贸n · corregulaci贸n · regulaci贸n social compartida · MOOC · learning design · learning regulation · self-regulation · co-regulation · socially shared regulation

LanguageSpanish
ISSN2659-9031
RefereedYes
RightsCC BY-NC-SA
DOI10.7203/realia.23.15914
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
ContentServer.pdf · 341KB1 download



Viewed by 40 distinct readers




CLOUD COMMUNITY REVIEWS

The evaluations below represent the judgements of our readers and do not necessarily reflect the opinions of the Cloud editors.

Click a star to be the first to rate this document


POST A COMMENT
SIMILAR RECORDS

MOOC design principles. A pedagogical approach from the learner鈥檚 perspective
Gu脿rdia, Lourdes; Maina, Marcelo; Sangr脿, Albert; Koskinen, Tapio; Mor, Yishay
The debate around Massive Open Online Courses (MOOCs) is much more focused on the social, institutional, technological and economical aspects than on the need for development of new pedagogical approaches that provide ...
Match: Maina, Marcelo; MOOC; learning design; Spain

Design for collective intelligence: Pop-up communities in MOOCs
Garreta-Domingo, Muriel; Sloep, Peter B.; H茅rnandez-Leo, Davinia; Mor, Yishay
Many current authors point toward the heightening of networked individualism and how this affects community creation and engagement. This trend poses strong challenges to the potential beneficial effects of collective ...
Match: MOOC; learning design; Spain; Europe

Evaluation of the UNED MOOCs implementation: Demographics, learners' opinions and completion rates
Gil-Jaurena, In茅s; Callejo-Gallego, Javier; Agudo, Yolanda
The paper is a study about the MOOC experience at the Spanish National University of Distance Education (UNED), where we have collected initial and final information about learners' profiles and opinions, as well as ...
Match: MOOC; Spain; Europe

MOOCS Massive Open Online Courses
Gaebel, Michael
Match: learning; MOOC; Europe

Conversaciones desde el sur del ecuador: Retos y oportunidades que plantean los REA en Ocean铆a
James, Rosalind; Bossu, Carina
En las 煤ltimas d茅cadas, se han producido una serie de cambios estructurales fundamentales (tanto internamente, en el seno de la educaci贸n superior, como fuera de ella) que han transformado el car谩cter de las ...
Match: dise帽o del aprendizaje; MOOC; Spain

Conversations from south of the equator: Challenges and opportunities in OER across Broader Oceania
James, Rosalind; Bossu, Carina
Recent decades have witnessed a number of fundamental structural shifts, both internally within the higher education academy and external to it, that have transformed the character of universities. A universal, ...
Match: MOOC; learning design; Spain

Similarity and difference in fee-paying and no-fee learner expectations, interaction and reaction to learning in a massive open online course
Cross, Simon; Whitelock, Denise
The new pedagogical opportunities that massive open online course (MOOC) learning environments offer for the teaching of fee-paying students on university-accredited courses are of growing interest to educators. This ...
Match: MOOC; learning design; Europe

Developing a strategic approach to MOOCs
Ferguson, Rebecca; Scanlon, Eileen; Harris, Lisa
During the last eight years, interest in massive open online courses (MOOCs) has grown fast and continuously worldwide. Universities that had never engaged with open or online learning have begun to run courses in these ...
Match: MOOC; learning design; Europe

Towards a conceptual framework to scaffold self-regulation in a MOOC
Sambe, Gorgoumack; Bouchet, Fran莽ois; Labat, Jean-Marc; M. F. Kebe, Cheikh; et al.
MOOCs are part of the ecosystem of self-learning for which self-regulation is one of the pillars. Weakness of self-regulation skills is one of the key factors that contribute to dropout in a MOOC. We present a ...
Match: MOOC; self-regulation; Europe

Supporting Learners' Self-regulation in LMOOCs: What Have We Done and How Far We Can Go?
Gafaro, Barbara Conde; Yildiz, Hilal Seda
This half-day workshop aims at collecting experiences of MOOC designers and MOOC educators to discuss what has been done to support SRL and what can be done to scaffold learners in MOOCs, particularly MOOCs for language ...
Match: MOOC; self-regulation; Europe