Percepción de los participantes sobre el aprendizaje en un MOOC

  1. Carlos Castaño Garrido 1
  2. Inmaculada Maiz Olazabalaga 1
  3. Urtza Garay Ruiz 1
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

Journal:
RIED: revista iberoamericana de educación a distancia

ISSN: 1138-2783

Year of publication: 2015

Issue Title: La filosofía educativa de los MOOC y la educación universitaria

Volume: 18

Issue: 2

Pages: 197-221

Type: Article

DOI: 10.5944/RIED.18.2.13444 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: RIED: revista iberoamericana de educación a distancia

Sustainable development goals

Abstract

This paper shows the results of a research study focused on students’ perception of learning as part of a cooperative MOOC. The course in question is a university MOOC that is included in the regulated Primary Education Teacher training degree programme, although participation is open to any interested parties. The students’ perception is assessed using a TAM (Technology Acceptance Model) survey that has been adapted to the learning context in a massive open online course. Three variables associated with students’ perception of learning in the course are analysed: the participants’ academic level (degree students versus non-degree students); the type of participation in the course (hidden, moderately hidden, active, individualist and collaborative); and the gender variable. Although the students’ perception as regards the utility, motivation and user-friendliness of a MOOC is high, certain differences have been found between the analysed variables. Non-degree students are observed to perceive the methodology used in a MOOC more positively. Furthermore, men score significantly higher both in motivation towards learning using MOOCs and in perception of their utility as regards learning. The results show a decent level of acceptance by the students regarding the use of massive open online courses in regulated university contexts, and they suggest greater acceptance in learning environments associated with continuous education and professional development.

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