La atención a la diversidad en los MOOCSuna propuesta metodológica

  1. García Barrera, Alba 1
  2. Gómez Hernández, Patricia 2
  3. Monge López, Carlos 2
  1. 1 Universidad a Distancia de Madrid

    Universidad a Distancia de Madrid

    Madrid, España


  2. 2 Universidad de Alcalá

    Universidad de Alcalá

    Alcalá de Henares, España


Educación XX1: Revista de la Facultad de Educación

ISSN: 1139-613X 2174-5374

Year of publication: 2017

Volume: 20

Issue: 2

Pages: 215-233

Type: Article

DOI: 10.5944/EDUCXX1.19038 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educación XX1: Revista de la Facultad de Educación

Sustainable development goals


MOOCs are a resource that are becoming increasingly frequently used worldwide. They are offered from all types of institutions, especially universities, and they have many advantages for education such as ubiquity, gratuity, credibility and quality. However, research on their contributions to the actual knowledge of each individual are just beginning. MOOCs are still a big unknown for science, and it cannot be ensured that those who are certified truly possess the skills that are accredited through them. Also, note that its main virtue may become its biggest drawback. The overcrowding of virtual classrooms means that its contents are directed at the general public and targeted to a student of low and average skills. Its creators are completely unaware of the characteristics that participants have, and so cannot generate content based on their knowledge or experience. Its enormous scope and wide range of target makes adapting education to the needs of each student a complex task. However, from a theoretical review, this article discusses the potential that these courses really offer in order to personalize teaching and overcome the burdens imposed by virtuality in distance education. It also provides some keys to adapt MOOCs without forgetting to meet the ever-present diversity among its students. In general considerations, some methodological and sequential contributions can be highlighted for the implantation of a MOOC from an inclusive education perspective.

Bibliographic References

  • Aguaded, J. I. (2013). La revolución MOOCs, ¿una nueva educación desde el paradigma tecnológico? Comunicar, 41, 7-8. Recuperado de http://dx.doi. org/10.3916/C41-2013-a1
  • Calderón, J. J., Ezeiza, A. y Jimeno, M. (en prensa). La falsa disrupción de los MOOC: la invasión de un modelo obsoleto. En G. J. Palacios (Eds.), VI Congreso Internacional de Educación Abierta y Tecnología. Bilbao: Universidad del País Vasco.
  • Downes, S. (2007). An Introduction to Connective Knowledge. En T. Hug (Ed.), Media, Knowledge & Education. Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies (pp. 77-102). Inssbruck: Inssbruck University Press.
  • Griesbaum, J. (2014). Students as Teachers in MOOCs? The Double Gain of MOOCs as an in-Class Teaching Method Experiences from a StudentMade MOOC «Online Data Privacy». International Journal of Information and Education Technology, 4 (1).
  • Grünewald, F., Meinel, C., Totschnig, M. & Willems, C. (2013). Designing MOOCs for the support of multiple learning styles. En D. Hernández-Leo, T. Ley, R. Klamma y A. Harrer (Eds.), Scaling up learning for sustained impact (pp. 371-382). Berlín: Springer.
  • Karsenti, T. (2013). The MOOC: what the research says. International Journal of Technologies in Higher Education, 10(2), 23-37.
  • Köck, M. (2009). Towards intelligent adaptive e-learning systems. Machine learning for learner activity classification. En D. Hauger, M. Köck y A. Nauerz (Eds.), Proceedings of the 17th Workshop on Adaptivity and User Modeling in Interactive Systems (pp. 2631). Linz: Johannes-Kepler-University.
  • Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. International Review of Research in Open and Distance, 12 (3), 19-38. Recuperado de
  • Kop, R. & Carroll, F. (2012). Cloud computing and creativity: Learning on a massive open online course. European Journal of Open, Distance and E-learning, 12. Recuperado de
  • Kop, R. y Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open and Distance Learning, 9 (3). Recuperado de https://goo. gl/I8bVa
  • Levy, D. (2011). Lessons learned from participating in a connectivist massive online open course (MOOC). En Y. Eshet-Alkalai, A. Caspi, S. Eden, N. Geri y Y. Yair (Eds.), Learning in the Technological Era (pp. 31-36). Raanana: Open University of Israel.
  • Liyanagunawardena, T. R., Adams, A. A. y Williams, S. A. (2013). MOOCs: a systematic study of the published literature 2008-2012. International Review of Research in Open and Distance Learning, 14 (3), 202-227. Recuperado de
  • Mackness, J., Mak, S. F. J. & Williams, R. (2010). The ideals and reality of participating in a MOOC. En L. Dirckinck-Holmfeld, V. Hodgson, C. Jones, M. de Laat, D. McConnell y T. Ryberg (Eds.), Proceedings of the 7th International Conference on Networked Learning (pp. 266-274). Bailrigg: Lancaster University.
  • Mackness, J., Waite, M., Roberts, G. y Lovegrove, E. (2013). Learning in a small, task-oriented, connectivist MOOC: Pedagogical issues and implications for higher education. International Review of Research in Open and Distance Learning, 14 (4), 140-159. Recuperado de
  • Martín-Monge, E., Bárcena, E. y Read, T. (2014). La interacción entre compañeros y el feedback lingüístico en los COMA de lenguas extranjeras. Profesorado. Revista de Currículum y Formación del Profesorado, 18 (1), 167-183.
  • Méndez, C. M. (2013). Diseño e implementación de cursos abiertos masivos en línea: expectativas y consideraciones prácticas. Revista de Educación a Distancia, 13 (39). Recuperado de
  • Milligan, C., Littlejohn, A. y Margaryan, A. (2013). Patterns of Engagement in Connectivist MOOCs. Journal of Online Learning and Teaching, 9 (2). Recuperado de
  • Nyoni, J. (2013). The Viral Nature of Massive Open Online Courses (MOOCs) in Open and Distance Learning: Discourses of Quality, Mediation and Control. Mediterranean Journal of Social Sciences, 4 (3), 665-672. Recuperado de http://DOI: 10.5901/mjss.2013. v4n3p665.
  • Odom, L. (2013). A SWOT Analysis of the potential impact of MOOCs. En J. Herrington, A. Couros & V. Irvine (Eds.), Proceedings of Word Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 611-621). Tampere: Association for the Advancement of Computing in Education.
  • Santoveña, S. (2005). Criterios de calidad para la evaluación de cursos virtuales. Etic@net, 2 (4), 18-36. Recuperado de
  • Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2 (1). Recuperado de https://goo. gl/7PgUQ
  • Torres-Díaz, J. C., Infante, A. y Valdiviezo, P. (2014). Los MOOC y la masificación personalizada. Profesorado. Revista de Currículum y Formación del Profesorado, 18 (1), 63-72.
  • Tschofen, C. & Mackness, J. (2012). Connectivism and dimensions of individual experience. International Review of Research in Open and Distance Learning, 13 (1), 124-143. Recuperado de
  • Valverde, J. (2014). Una visión crítica desde las Ciencias de la Educación. Profesorado. Revista de Currículum y Formación del Profesorado, 18(1), 93-111.
  • Watters, A. (2013). Got MOOC? School Library Journal, 59 (4), 29-31.