30 de enero de 2016

Validación del Cuestionario de evaluación de la calidad de cursos virtuales adaptado a MOOC

Validación del Cuestionario de evaluación de la calidad de cursos virtuales adaptado a MOOC

Santiago Mengual-Andrés, Rosabel Roig-Vila, Carmen Lloret Catalá


Resumen



Los Massive Online Open Courses (MOOCs) son una modalidad de formación virtual que está ya presente en el panorama educativo actual y que responde a una concepción determinada de e-learning.  Las universidades están integrando como parte de su oferta formativa este tipo de formación o, al menos, se está debatiendo si se integra o no. Ante esto, se hace necesario calibrar cuáles deben ser sus características con el fin de configurar un tipo de formación virtual de calidad. Se considera que son necesarios instrumentos que avalen la calidad de los MOOCs desde diferentes perspectivas, en este caso la pedagógica, ya que de ello dependerá el éxito y la consolidación de este tipo de e-learning. El objetivo del presente estudio ha sido, pues, validar un cuestionario para la evaluación pedagógica de los MOOCs adaptando el cuestionario de evaluación de cursos virtuales (Arias, 2007). Se ha analizado la validez y fiabilidad de dicho cuestionario a través de un análisis factorial de componentes principales con rotación Varimax. Se concluye que bastaría con introducir adaptaciones en la relación de dimensiones propuestas en este cuestionario que tuviera en cuenta las especificidades de los MOOCs, ya que estos no pueden analizarse única y exclusivamente desde la óptica general del e-learning anterior a los MOOCs. Así, las dimensiones en las cuales se basa dicho cuestionario son: 1) la calidad de la comunicación y los elementos multimedia de los cursos masivos en línea; 2) la coherencia curricular de los cursos y el grado de adaptación al usuario y 3) la calidad de su planificación didáctica.

Palabras clave



MOOCs, práctica pedagógica, educación en línea, investigación en educación a distancia, evaluación

Texto completo:

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DOI: 


http://dx.doi.org/10.5944/ried.18.2.13664

28 de enero de 2016

Accesibilidad y MOOC: Hacia una perspectiva integral

Accesibilidad y MOOC: Hacia una perspectiva integral

Alejandro Rodriguez-Ascaso, Jesús González Boticario


Resumen



Para satisfacer una demanda creciente de disponer cursos abiertos masivos (MOOCs) en los que se deben atender las necesidades de cada persona, también de quienes tienen alguna discapacidad, en el trabajo presente se propone un marco de servicios, estándares, normas de calidad y consideraciones que deberían atenderse. En este trabajo se analizan primero las cuestiones relacionadas y los antecedentes existentes, resaltando la aparente contradicción existente entre la pobre atención que se presta a las cuestiones de accesibilidad y adaptabilidad para atender la diversidad funcional de quienes participan en dichos cursos y los desarrollos y normas existentes que deberían ser utilizados. Se destaca aquí el trabajo previo en una arquitectura de servicios abiertos que atienden las necesidades detectadas en un proceso de recopilación de requisitos de usuarios con y sin discapacidad en instituciones de educación superior que utilizan tecnología, que ha sido evaluada en un proyecto de investigación europeo (EU4ALL). A continuación, y basándonos en las metodologías de diseño centrado en el usuario, se propone un conjunto de escenarios para ilustrar las necesidades de cualquier usuario MOOC, y las limitaciones derivadas de la falta de apoyo que actualmente se presta a la diversidad funcional de esos estudiantes MOOC. Posteriormente se discute la aplicabilidad en se conjunto de escenarios de la antedicha arquitectura de servicios EU4ALL, así como de otras propuestas identificadas en la literatura. Finalmente se apuntan las principales líneas de actuación presentes y futuras, en las que se está trabajando para la detección de estados afectivos del estudiante que condicionan su proceso de aprendizaje y que podrían utilizarse, por ejemplo, para intentar reducir los ratios significativos de abandono que se experimentan en los MOOCs.

Palabras clave



sistemas de educación inclusivos; interacción accesible en el aprendizaje; atención de la diversidad funcional en el aprendizaje; aprendizaje permanente centrado en la persona; estándares de interacción en la educación

Texto completo:

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DOI: 

http://dx.doi.org/10.5944/ried.18.2.13670

26 de enero de 2016

En Web of Science (ESCI): ONCE revistas iberoamericanas (por ahora) de tecnologías aplicadas a la educación

Al final del post principal aparece la relación de esas 11 revistas.
___________________________________________________

Afortunadamente, cada vez son más las revistas científicas del área de la educación y editadas en países de Iberoamérica que van entrando en las más relevantes bases de datos. En este caso en el nuevo índice de Thomson Reuters (TR) (ESCI; Emerging Sources Citation Index) de la Web of Science. Entre estas revistas indexadas en este índice se encuentra RIED. Revista Iberoamericana de Educación a Distancia, que tengo el gusto de dirigir.


.../..

El 14 de diciembre pasado, Alfonso Diestro publicó un post en el que daba cuenta de la situación en ese momento de la lista ESCI. En esa ocasión y en esa fecha había en ESCI 2400 revistas y 148 en el área de educación. Quiere decirse que en poco más de un mes WoS ha evaluado positivamente a otras 459 revistas a nivel mundial y de ellas, del ámbito de la educación, en este mes, han entrado 45 revistas más... ...

Como director/editor de una revista científica y con anterior experiencia como director de otra que logramos situar en JCR (Educación XX1), lo que me alegra no es que mi(s) revista(s) sean de las pocas que logran tal o cual posición u objetivo, que también. Lo que yo espero y deseo es que existan muchas revistas científicas iberoamericanas y de educación dentro de las más prestigiosas bases de datos. Miren, aunque sea por egoísmo, si son más revistas, por ejemplo, las que entran en WoS, si son más revistas de educación a distancia o tecnologías aplicadas a la educación que se encuentran en esa relevante base de datos, pues mejor para todos, mejor para RIED. Más posibilidades existen de citas recíprocas procedentes de otras revistas que en ese caso "también cuentan". Así funciona esto. Por tanto, mientras más revistas iberoamericanas, mientras más revistas que admitan artículos en español o en portugués que se encuentren altamente indizadas, mejor para todos...

Dado que a nuestros lectores/investigadores puede interesarles el conocer cuáles son al día de la fecha (22/1/2015) las revistas científicas que REALMENTE se encuentran en ESCI de WoS y, por tanto en la Thomson Reuters Master Jornal List, dentro de la categoría de Education & Educational Research, voy a ofrecerles sólo aquellas revistas cuya sede se ubica en países iberoamericanos...


    21 de enero de 2016

    LOS INICIOS HISTÓRICOS DE UNA COMPLEJA UNIVERSIDAD PÚBLICA A DISTANCIA: LA UNED DE ESPAÑA

    LOS INICIOS HISTÓRICOS DE UNA COMPLEJA UNIVERSIDAD PÚBLICA A DISTANCIA: LA UNED DE ESPAÑA

    Lorenzo García Aretio

    Resumen


    La UNED de España fue la promotora del nacimiento de la Asociación Iberoamericana de Educación Superior a Distancia (AIESAD). Igualmente, en la UNED nació el órgano de divulgación científica de la AIESAD, la “RIED. Revista Iberoamericana de Educación a Distancia”. De esta manera, dada la relevancia de la UNED como “madre” de esta RIED, hemos indagado en los azarosos inicios de una de las universidades a distancia de mayor envergadura del mundo, ¿cómo surgió la idea inicial de la UNED y cuáles fueron sus primeros pasos hasta iniciar sus enseñanzas en enero de 1973?

    Palabras clave


    AIESAD; RIED; creación de la UNED; educación a distancia.

    Texto completo:


    Referencias


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    García Aretio, L. (2011). (Coord.). La Asociación Iberoamericana de Educación a Distancia (AIESAD) pionera en la divulgación científica sobre educación a distancia en Latinoamérica.
    García Garrido, JL. (2010). Laudatio Ricardo Díez Hochleitner. Doctorado Honoris Causa por la UNED, http://portal.uned.es/portal/page?_pageid=93,25098995&_dad=portal&_schema=PORTAL
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    García Garrido, MJ. (1999). El nacimiento y los primeros pasos de la UNED. En Veinticinco años de la UNED. Madrid: UNED, pp. 112-119.
    García Garrido, MJ. (2012). Los orígenes metodológicos de la UNED III. En Blog García Aretio, http://aretio.blogspot.com.es/2012/02/los-origenes-metodologicos-de-la-uned_10.html
    Miranda, A. y Yee, M. (2010). Educación a distancia en Iberoamérica: XXX aniversario de AIESAD. RIED. Revista Iboeroamericana de Educación a Distancia, Vol. 13(2), pp. 13-36.
    Santamaría, M. (2015). Cuarenta años de enseñar y aprender en el Centro Ramón Areces de la UNED: ¡cómo hemos cambiado!. En Ahijado y Tejero, La enseñanza a distancia cuarenta años después. Madrid: Ramón Areces, pp. 87-148.




    20 de enero de 2016

    TRAINING IN GOOD TEACHING PRACTICES FOR VIRTUAL EDUCATION

    TRAINING IN GOOD TEACHING PRACTICES FOR VIRTUAL EDUCATION

    Rodrigo Alberto Duran Rodríguez, Christian Estay-Niculcar

    Abstract


    Virtual education is confronting quality problems due to a lack of planning and control of key indicators such as hired faculty members and the strategies implemented in the teaching and learning process. This article aims to: first, explore the potential of good teaching practices in virtual education and second, measure the level of adoption of these good teaching practices by the participants in the short, middle and long term. A specific case study was conducted with eleven candidates of the Master Program in Higher Education from Universidad Tecnologica Oteima in the Republic of Panama and the results show that 72 % of individuals will adopt the strategy in the long term (at least in the next two years) while an average of 50% of the teams will adopt this strategy in the long term. Therefore, there is an intention in both segments to adopt this kind of strategy in the planning and designing of virtual courses. These results could mean a future input to the quality of this type of education. However, because it is a specific case study with a limited sample of n = 11, the conclusions will not be generalized.   Therefore, it is necessary to expand the sample in other researches and collect more data.


    Keywords


    Good teaching practices; learning activities; higher education; virtual education; university syllabus.

    Full Text:

    PDF (ESPAÑOL)

    References


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    19 de enero de 2016

    SHARED REGULATION IN COLLABORATIVE LEARNING ENVIRONMENTS MEDIATED BY COMPUTER: DIFFERENCES BETWEEN HIGH AND LOW PERFORMANCE GROUPS

    SHARED REGULATION IN COLLABORATIVE LEARNING ENVIRONMENTS MEDIATED BY COMPUTER: DIFFERENCES BETWEEN HIGH AND LOW PERFORMANCE GROUPS


    Juan Carlos Castellanos Ramírez, Javier Onrubia Goñi

    Abstract


    The study presented below focuses on shared regulation processes carried out by small groups of students with different levels of performance in a CSCL environment. The term shared regulation used in the study refers to the process in which multiple students –as a group– act intentionally on their own participation, motivational and cognitive group processes. A case study was conducted, aimed to analyze a small-group collaborative task developed by university students in an asynchronous communication environment for 27 days. A comparative analysis of two groups with high performance in the task and two groups with low performance in the task was developed. The results revealed that the two high performance groups, in contrast to low performance groups, displayed a greater number and diversity of regulation on motivational elements; regarding regulation on cognitive and participation elements, clear quantitative differences between the groups were not found; however, the qualitative analysis of the data showed a greater involvement of students and better quality of regulation in the two high performance groups.


    Keywords


    Open university; higher education; group learning; learning processes; achievement.


    Full Text:

    PDF (ESPAÑOL)

    References


    Coll, C., Mauri, T., y Onrubia, J. (2008). Análisis de los usos reales de las TIC en contextos educativos formales: una aproximación sociocultural. Revista Electrónica de Investigación Educativa, 10 (1). Recuperado de http://redie.uabc.mx/index.php/redie/article/view/177 [Consulta 2015, 20 de junio].

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    Dillenbourg, P., Järvelä, S., & Fischer, F. (2009). The Evolution of Research on Computer-Supported Collaborative learning: From design to orchestration. N. Balacheff, S. Ludvigsen, T. de Jong, A. Lazonder & S. Barnes (Eds.), (Tran.), Technology-Enhanced Learning (3–19). Springer.

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    16 de enero de 2016

    E-LEARNING, ONLINE EDUCATION AND OPEN EDUCATION: A CONTRIBUTION TO A THEORETICAL APPROACH

    E-LEARNING, ONLINE EDUCATION AND OPEN EDUCATION: A CONTRIBUTION TO A THEORETICAL APPROACH



    Luisa Aires

    Abstract


    This article arises from the discussions carried out within the Observatory for Quality on Distance Education and e-Learning at Universidade Aberta (Portugal) and also from the participation in a brief program about "Massive Open Online Courses: Principles and Practices". This theoretical article aims to contribute to a conceptual description about online distance education territories. In this paper we explore different perspectives about e-Learning, Online Education and Virtual Open Education. Firstly, we address a diversity of perspectives about e-Learning and then we recommend a meaning to this construct. Secondly, we analyze different perspectives about Online Education. Thirdly, we propose some referents to describe Open Education in digital society and its most relevant current movements, such as Open Educational Resources (OER) and Massive Open Online Courses (MOOC). In what concerns to OER, it should be noted that the matrix of this movement goes beyond the access to the contents and the resources; at the contrary, it is linked to a new educational philosophy, new values founded on openness, ethics of participation and collaboration (Peters, 2008). As a part of the analysis about MOOCs, we highlight a new learning ecology, as well as we enhance the importance of reconceptualizing traditional concepts, such as enrollment, participation, attendance, students’ achievement, according to DeBoer, Ho, Stump e Breslow (2014). Finally, we reiterate the diversity of perspectives on Learning, Online Education and Open Education and we suggest that the research in Distance Education should be a central referent for the decrease of the currently existing entropy in face-to-face higher education institutions, in the appropriation process of key concepts of Online Distance Education.


    Keywords


    E-learning; online education; online distance education; OER; MOOC.


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    15 de enero de 2016

    A NEW COMPETENCE-BASED APPROACH FOR PERSONALIZING MOOCS IN A MOBILE COLLABORATIVE AND NETWORKED ENVIRONMENT

    A NEW COMPETENCE-BASED APPROACH FOR PERSONALIZING MOOCS IN A MOBILE COLLABORATIVE AND NETWORKED ENVIRONMENT

    António Teixeira, Antonio Garcia-Cabot, Eva Garcia-Lopez, José Mota, Luis de-Marcos

    Abstract


    Massive Open Online Courses (MOOCs) are a disruptive new development in higher education which combines openness and scalability in a most powerful way. They have the potential to widen participation in higher education. Thus, they contribute to social inclusion, the dissemination of knowledge and pedagogical innovation and also the internationalization of higher education institutions. However, one of the critical elements for a massive open language learning experience to be successful is to empower learners and to facilitate networked learning experiences. In fact, MOOCs are designed for an undefined number of participants thus serving a high heterogeneity of profiles, with diverse learning styles and prior knowledge, and also contexts of participation and diversity of online platforms. Personalization can play a key role in this process. The iMOOC pedagogical model introduced the principle of diversity to MOOC design, allowing for a clear differentiation of learning paths and also virtual environments. In this article the authors present a proposal based on the iMOOC approach for a new framework for personalizing and adapting MOOCs designed in a collaborative, networked pedagogical approach by identifying each participant's competence profile and prior knowledge as well as the respective mobile communication device used and to generate matching personalized learning. This paper also shows the results obtained in a laboratory environment after an experiment has been performed with a prototype of the framework. It can be observed that creating personalized learning paths is possible and the next step is to test this framework with real experimental groups.

    Keywords


    framework; adaptation; personalization; learning paths; mobile devices; MOOC.

    Full Text:


    References


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    13 de enero de 2016

    LEARNING SELF-REGULATED AND THE FIELD TEACHER TRAINING IN THE EDUCATION DISTANCE MODE

    LEARNING SELF-REGULATED AND THE FIELD TEACHER TRAINING IN THE EDUCATION DISTANCE MODE


    Luciana Toaldo Avila, Lourdes Maria Bragagnolo Frison

    Abstract

    Different national education policies have been formulated for more egalitarian education guaranteed to different Brazilian social contexts. In order to meet the reality of non-urban schools needs, the Ministry of Education (MEC), through the Education Program for the Field, invested in the creation of at Field Education degree courses (CLECs) in mode of distance education, with the intention of forming teachers trained specifically to work in rural schools. By thinking on the quality of training of these teachers, especially in the way they manage their processes of learning and teaching, the aim of this study was to investigate, through the analysis of narratives, if students enrolled in a course in distance education mode, in a CLEC the southern region of Brazil, reveal use of self-regulation strategies to benefit their learning throughout the execution of supervised internships, required in the course. The narratives, built and registered in a "formative memorial", were analyzed based on the construct of learning self-regulated, through the discursive textual analysis method. The analysis revealed that the students surveyed were able to use different self-regulatory strategies of learning, classified as behavioral, cognitive / metacognitive and motivational strategies during the period that included the execution of her internships. In conclusion, the use of strategies allowed the students play a more aware and autonomous role in their learning, characteristics important of a students in a course in distance education mode to achieve her goals and objectives. Besides contributing to the learning of their students, since to be aware of the challenges and seek to resolve them, through the use of different strategies, benefited his with more reflective practices and contextualized to the local needs reals.


    Keywords


    Distance education; teacher education; learning self-regulated.

    Full Text:

    PDF (PORTUGUÊS (PORTUGAL))

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