Perfiles del participante en LMOOCanálisis bibliográfico y estudio de caso

  1. Díez-Arcón, Paz 1
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

Aldizkaria:
Bellaterra: journal of teaching and learning language and literature

ISSN: 2013-6196

Argitalpen urtea: 2021

Alea: 14

Zenbakia: 4

Mota: Artikulua

DOI: 10.5565/REV/JTL3.979 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Bellaterra: journal of teaching and learning language and literature

Garapen Iraunkorreko Helburuak

Laburpena

Language learning through massive open online courses (LMOOCs) have distinctive features from the rest of online formative proposals. The courses currently working have assessment criteria closer to traditional methodologies, where success is associated with course completion, which leads to a concern about the massive format itself, as high completion levels are not achieved. They also offer assessment tasks not promoting the real practice of the language. Throughout the study of socio-economic and online behavioral profiles it is noticed that participants are not engaged with the course, but they are active during the time they stay on it. The results imply that the acquisition of a broader knowledge about participants that reflects if they achieve their learning goals is needed and, so that, permit a possible dissociation between success and completion. Moreover, alternatives for a content design prioritizing the practice of the target language are suggested.

Erreferentzia bibliografikoak

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