The OER Knowledge Cloud makes use of cookies. By continuing, you consent to this use. More information.
MOOC y Educaci贸n Basada en Competencias: Alternativas para la Educaci贸n del siglo XXI
Bonilla Murillo, Enrique

PublishedMay 2020
JournalDIM: Did谩ctica, Innovaci贸n y Multimedia
Volume 38
CountrySpain, Europe

La poblaci贸n diversa de estudiantes est谩 cambiando la forma en que las instituciones de educaci贸n superior realizan sus actividades acad茅micas. Hoy los estudiantes tienen diferentes caracter铆sticas, intereses y necesidades. Son estudiantes de una amplia gama de edades, conocimientos, habilidades y aspiraciones. El estilo de vida, de estudio y de trabajo de los estudiantes de educaci贸n superior demandan que los sistemas de educaci贸n superior cumplan con lo que los estudiantes requieren para tener 茅xito en la sociedad moderna. Por otro lado, las econom铆as basadas en el conocimiento requieren individuos con habilidades del siglo XXI e instan a las universidades e instituciones de educaci贸n superior a brindar una educaci贸n adecuada a las caracter铆sticas de los diversos estudiantes de hoy. El prop贸sito de este trabajo es describir y analizar los MOOC y la educaci贸n basada en competencias (EBC) como tendencias actuales en la educaci贸n superior. Adem谩s, tiene la intenci贸n de describir sus antecedentes y c贸mo estas tendencias continuar谩n influyendo en el proceso de aprendizaje de los estudiantes. Adem谩s, el an谩lisis se enfoca en c贸mo los MOOC y la EBC se ajustan a la necesidad de una educaci贸n centrada en el estudiante y c贸mo ambas tendencias contribuyen en sus formas 煤nicas a la educaci贸n superior.

The diverse student population is changing the way higher education institutions conduct their academic activities. Today students have different characteristics, interests, and needs. They are students of a wide range of ages, knowledge, skills, and aspirations. The lifestyle, study, and work of higher education students demand that higher education systems meet what students require to succeed in modern society. On the other hand, knowledge-based economies require individuals with 21st century skills and urge universities and higher education institutions to provide an education appropriate to the characteristics of today's diverse students. The purpose of this paper is to describe and analyze MOOCs and Competency Based Education (CBE) as current trends in higher education. Additionally, it is intended to describe their background and how these trends will continue to influence the student learning process. In addition, the analysis focuses on how MOOCs and CBE adjust to the need for student-centered education and how both trends contribute in their unique ways to higher education.

Keywords educaci贸n · MOOCs · estudiantes · educaci贸n siglo XXI · education · students · 21st century education

Export optionsBibTex · EndNote · Tagged XML · Google Scholar

371583-Text de l'article-535330-1-10-20200705.pdf · 412.3KB

Viewed by 124 distinct readers


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


Implementation intentions and how they influence goal achievement in MOOCs
Kreijns, Karel; Kalz, Marco; Casta帽o-Mu帽oz, Jonatan; Punie, Yves; et al.
Implementation intentions have been proven to be effective to help individuals reaching their goals in medical interventions. The current study investigated whether this is true as well for individuals who enrolled in ...
Match: MOOCs; Spain; Europe

Gap between MOOC designers' and MOOC learners' perspectives on interaction and experiences in MOOCs: Findings from the global MOOC quality survey
Stracke, Christian M.; Tan, Esther; Texeira, Ant贸nio Moreira; Texeira Pinto, Maria do Carmo; et al.
Massive Open Online Courses (MOOCs) became very popular during the last years leading to an increasing global debate about their quality. To address the quality issues, several research surveys and instruments were ...
Match: education; Europe

A principled approach to the design of collaborative MOOC curricula
H氓klev, Stian; Slotta, James D.; Kloos, Carlos Delgado; Jermann, Patrick; et al.
MOOCs have the potential to benefit from the large number of very diverse learners that participate in courses, but this requires a principled approach to MOOC curriculum development. Courses need to take into ...
Match: MOOCs; Spain; Europe

Integrating machine translation into MOOCs
Castilho, Sheila; Gaspari, Federico; Moorkens, Joss; Way, Andy; et al.
This paper presents TraMOOC (Translation for Massive Open Online Courses), a European research project developed with the intention of empowering international learners in the digital multilingual world by ...
Match: MOOCs; Spain; Europe

Exploring the role of assessment in developing learners' critical thinking in Massive Open Online Courses
Zhao, Catherine; Bhalla, Sonal; Halliday, Lesley; Travaglia, Joanne; et al.
Massive Open Online Courses (MOOCs) have provided learners unprecedented opportunities to access university level education. As a form of largely free and self-paced education, MOOCs are less formal than credit-bearing ...
Match: MOOCs; Spain; Europe

Early prediction and variable importance of certificate accomplishment in a MOOC
Ruip茅rez-Valiente, Jos茅 A.; Cobos, Ruth; Mu帽oz-Merino, Pedro J.; Andujar, 脕lvaro; et al.
The emergence of MOOCs (Massive Open Online Courses) makes available big amounts of data about students' interaction with online educational platforms. This allows for the possibility of making predictions about future ...
Match: MOOCs; Spain; Europe

An international collaboration in the design experience of a MOOC series
Sancassani, Susanna; Corti, Paola; Baudo, Valeria; Kloos, Carlos Delgado; et al.
Is it possible to accelerate didactical innovation processes by building new kinds of collaboration between different institutions in the Higher Education scenario? Using MOOCs as a lever to share experiences and ...
Match: MOOCs; Spain; Europe

Does gamification in MOOC discussion forums work?
Reischer, Matthias; Khalil, Mohammad; Ebner, Martin; Kloos, Carlos Delgado; et al.
Massive Open Online Courses (MOOCs) are a new form of learning environment aimed towards accessibility and openness using contemporary technologies. One of the MOOC's key features is the social interaction which usually ...
Match: MOOCs; Spain; Europe

MOOC quality evaluation system: Tomsk State University experience
Dyomin, Victor; Mozhaeva, Galina; Babanskaya, Olesya; Zakharova, Ulyana; et al.
E-learning development comes with an increased attention to its quality that is managed via the control over not only the learners' knowledge but over the learning process, its organization and applied tools. This paper ...
Match: MOOCs; Spain; Europe

Increasing educational value: The transformation of MOOCs into Open Educational Resources
Kopp, Michael; Gr枚blinger, Ortrun; Zimmermann, Claudia; Kloos, Carlos Delgado; et al.
MOOCs (Massive Open Online Courses) have developed into one of the most prominent instruments of technology-enhanced learning, and their much-praised potential has often been connected to one of their core components: ...
Match: MOOCs; Spain; Europe