The MOOC: An alternative to continuing training
DOI:
https://doi.org/10.29394/Scientific.issn.2542-2987.2020.5.18.6.120-136Keywords:
information technology, continuous learning, educational technologyAbstract
The advances of Information and Communication Technologies (ICT) applied in education have undoubtedly given rise to new forms of flexible, open and free or low-cost learning, such as MOOC “Massive Open Online Courses”. massive and open, which promote inclusive education. In this sense, the main objective of this work is to analyze how MOOCs are a potential for continuous training, what are the scope and challenges faced by these courses, through the application of historical-logical, analysis and synthesis methods and finally the generalization-abstraction, based on important primary and secondary bibliographic sources, with the purpose that educational institutions link to MOOCs, as a resource for continuous training that professionals demand so much, in order to update, renew or reach new knowledge, competencies or skills and be more competitive.
Downloads
References
Aguado, J. (2020). Los MOOC: ¿sustituto o complemento de la formación tradicional?. Revista Tecnología, Ciencia y Educación, (16), 41-62, e-ISSN: 2444-2887. Recuperado de: https://dialnet.unirioja.es/servlet/articulo?codigo=7492333
Bates, A. (2015). Teaching in a Digital Age: Guidelines for Designing Teaching and Learning. ISBN: 978-0-9952692-0-0. Vancouver BC, Canadá, Estados Unidos: Tony Bates Associates Ltd.
Benet, A., Sanahuja, A., García, I., & Nieto, R. (2018a,b). Nuevos horizontes formativos: una experiencia del MOOC como recurso en la formación continua. Apertura, 10(1), 88-103, e-ISSN: 2007-1094. Recuperado de: http://dx.doi.org/10.32870/Ap.v10n1.1151
Chen, J., Feng, J., Sun, X., Wu, N., Yang, Z., & Chen, S. (2019). MOOC Dropout Prediction Using a Hybrid Algorithm Based on Decision Tree and Extreme Learning Machine. Mathematical Problems in Engineering, 2019, 1-11, ISSN: 1024-123X. Recovered from: https://doi.org/10.1155/2019/8404653
Delors, J., Al Mufti, I., Amagi, I., Carneiro, R., Chung, F., Geremek, B., … Nanzhao, Z. (1996). La educación encierra un tesoro. Informe a la UNESCO de la Comisión Internacional sobre la Educación para el Siglo XXI. Compendio, ISBN: 92-3-303274-4. París, Francia: Santillana, Ediciones UNESCO.
Escudero-Nahón, A., & Nuñez-Urbina, A. (2020). Análisis crítico al término «masivo» en los MOOC: una Cartografía Conceptual. EDMETIC, 9(1), 188-212, e-ISSN: 2254-0059. Recuperado de: https://doi.org/10.21071/edmetic.v9i1.12252
Fernández-Martínez, M., Martín-Padilla, A., Luque de la Rosa, A., & Eguizábal-Román, I. (2020). La tecnología en el ámbito educativo ante el COVID: una apuesta por los MOOC como estrategia formativa en el contexto universitario. IJERI: International Journal of Educational Research and Innovation, (15), 130-142, e-ISSN: 2386-4303. Recuperado de: https://doi.org/10.46661/ijeri.5133
Fundación Telefónica (2015). Los MOOC en la educación del futuro: La digitalización de la formación. ISBN: 978-84-08-13942-3. España: Fundación Telefónica, Editorial Ariel, S.A.
Gil, A., & Gallego, D. (2016). La realización de formación continua desde la perspectiva de la organización de aprendizaje. Educar, 52(1), 107-126, e-ISSN: 2014-8801. Recuperado de: http://dx.doi.org/10.5565/rev/educar.701
Kop, R., & Carroll, F. (2011). Cloud Computing and Creativity: Learning on a Massive Open Online Course. EURODL: European Journal of Open, Distance and E-Learning, Special Issue on Creativity and OER, 1-11, e-ISSN: 1027-5207. Recovered from: https://www.eurodl.org/materials/special/2011/Kopp_Carroll.pdf
Luna, V., & González-Flores, P. (2020). Transformaciones en educación médica: innovaciones en la evaluación de los aprendizajes y avances tecnológicos (parte 2). Investigación en Educación Médica, 9(34), 87-99, e-ISSN: 2007-5057. Recuperado de: https://doi.org/10.22201/facmed.20075057e.2020.34.20220
Okoli, C., & Schabram, K. (2010a,b). A Guide to Conducting a Systematic Literature Review of Information Systems Research. Philosophy & Methodology of Economics eJournal, Available at SSRN. Recovered from: https://dx.doi.org/10.2139/ssrn.1954824
Pineda, P., & Sarramona, J. (2006). El nuevo modelo de formación continua en España: balance de un año de cambios. Revista de Educación, 341, 705-736, e-ISSN: 1988-592X. Recuperado de: http://www.educacionyfp.gob.es/revista-de-educacion/numeros-revista-educacion/numeros-anteriores/2006/re341/re341-29.html
Siemens, G., Rudolph, J., & Tan, S. (2020). “As human beings, we cannot not learn”. An interview with Professor George Siemens on connectivism, MOOCs and learning analytics. Journal of Applied Learning & Teaching, 3(1), 108-119, e-ISSN: 2591-801X. Recovered from: https://doi.org/10.37074/jalt.2020.3.1.15
UNESCO (2013). Directrices para las políticas de aprendizaje móvil. ISBN: 978-92-3-001145-1. Paris, Francia: Organización de las Naciones Unidas para la Educación, la Ciencia y la Cultura. Recuperado de: https://unesdoc.unesco.org/ark:/48223/pf0000219662
Xiaozhou, X. (2001a,b). The role of the university in lifelong learning: perspectives from the People's Republic of China. Higher Education Policy, 14, 313-324, e-ISSN: 1740-3863. Recovered from: https://link.springer.com/article/10.1016/S0952-8733(01)00027-7
Yuan, L., & Powell, S. (2013). MOOCs and Open Education: Implications for Higher Education. Cetis Publications, 1-21. United Kingdom: Publication from Cetis LLP. Recovered from: https://publications.cetis.org.uk/2013/667
Downloads
Published
How to Cite
Issue
Section
License
The content of the journals of this site, are under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.
