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Indicators of pedagogical quality for the design of a Massive Open Online Course for teacher training
Aleman de la Garza, Lorena · Sancho Vinuesa, Teresa · Gomez Zermeño, Marcela Georgina

Original titleIndicadores de calidad pedagógica para el diseño de un curso en línea masivo y abierto de actualización docente
PublishedJanuary 2015
JournalRUSC. Universities and Knowledge Society Journal
Volume 12, Issue 1, Pages 104-118
Original PublicationRevista de Universidad y Sociedad del Conocimiento
CountrySpain

ABSTRACT
Massive Open Online Courses (MOOCs) have generated high expectations and revolutionized some educational practices by providing open educational resources for reference, usage and adaptation; therefore, their pedagogical quality is often questioned. The objective of this study is to identify indicators related to pedagogical, functional, technological and time factors in order to assess the quality of the MOOC entitled “Liderazgo en gestión educativa estratégica a través del uso de la tecnología” (Leadership in strategic educational management through the use of technology), offered as a teacher training program through Coursera to 10.161 participants. Via the Delphi method, a group of 55 experts agreed that time is a key factor to be considered in the design of learning activities. It was concluded that without measuring results, the success of a MOOC could not be evaluated; thus, institutions and consortia must establish evaluation indicators to focus their efforts on the enhancement of pedagogical quality. By providing relevant information, the learning potential of educational resources based on connectivist principles can be evaluated, and so can the quality of MOOCs. The goal is to contribute to a vision of a future in which everyone has access to a world-class education.

Los cursos en línea, masivos y abiertos (MOOC) han generado importantes expectativas y han revolucionado algunas prácticas educativas, al ofrecer recursos educativos abiertos para su consulta, uso y adaptación; sin embargo, con frecuencia se cuestiona su calidad pedagógica. El objetivo de este estudio es identificar indicadores relacionados con factores pedagógicos, funcionales, tecnológicos y de tiempo, para evaluar la calidad del MOOC Liderazgo en gestión educativa estratégica a través del uso de la tecnología, ofrecido como recurso de actualización docente en Coursera a 10.161 participantes. Mediante el método Delphi, un grupo de 55 expertos acordó que el tiempo es un factor clave a considerarse en el diseño de las actividades de aprendizaje. Se concluye que sin medición de los resultados no se puede valorar el éxito de un MOOC, por ello instituciones y consorcios deben establecer indicadores de evaluación para enfocar sus esfuerzos para la mejora de su calidad pedagógica. Si se proporciona información relevante se podrá evaluar el potencial de aprendizaje que poseen los recursos educativos basados en principios conectivistas y reconocer la calidad pedagógica de los MOOC, con el objetivo de coadyuvar a la visión de un futuro en el que todos tengan acceso a una educación de clase mundial.

Keywords actualización docente · calidad pedagógica · cursos en línea masivos y abiertos · evaluación · evaluation · MOOC · pedagogical quality · teacher training

Published atBarcelona
ISSN1698-580X
RefereedYes
Rightsby/3.0/es/deed.en
DOI10.7238/rusc.v12i1.2260
Other informationRUSC. Univ. and Know. Soc.
Export optionsBibTex · EndNote · Tagged XML · Google Scholar



AVAILABLE FILES
English version 2260-9326-1-PB.pdf · 578.2KB7 downloads
Spanish version 2260-9325-1-PB.pdf · 579.7KB8 downloads



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