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
    info

    Universidad a Distancia de Madrid

    Madrid, España

    ROR https://ror.org/01r9skd65

  2. 2 Universidad de Alcalá
    info

    Universidad de Alcalá

    Alcalá de Henares, España

    ROR https://ror.org/04pmn0e78

Journal:
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

Abstract

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.

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