Spanish Adult Students’ Intention- Behaviour Toward MOOCs During the COVID-19 Pandemic

  1. Maria Ángeles Escobar Alvarez 1
  2. Julie Ciancio 2
  1. 1 Universidad Nacional de Educación a Distancia
    info

    Universidad Nacional de Educación a Distancia

    Madrid, España

    ROR https://ror.org/02msb5n36

  2. 2 Westcliff University
Revista:
Íkala

ISSN: 0123-3432

Año de publicación: 2021

Volumen: 26

Número: 3

Páginas: 531-551

Tipo: Artículo

DOI: 10.17533/UDEA.IKALA.V26N3A04 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Íkala

Resumen

Muchos estudiantes españoles se ven en la necesidad de aprender inglés después de los 25 años para poder acceder a un empleo o lograr un ascenso. Lamentablemente, aquellos que intentan aprobar un examen de admisión a la universidad por lo general carecen del nivel académico requerido. Para ayudarles con este objetivo, en general, se les proporciona materiales de aprendizaje y recursos digitales de apoyo. Durante la pandemia del covid-19, aumentó la necesidad de recursos en línea. Para llenarla, la Universidad Nacional de Educación a Distancia lanzó un curso masivo en línea abierto (mooc) de inglés básico. El objetivo principal de este estudio cualitativo comparado fue doble: en primer lugar, intentó explorar las intenciones y el comportamiento inicial de los estudiantes adultos al tomar ese curso y en segundo lugar, trató de profundizar en la satisfacción de los estudiantes con este tipo de cursos durante dos años diferentes: 2017 y 2020, año en que la pandemia tuvo un impacto evidente en la educación a distancia. Los datos se recolectaron mediante un cuestionario que se pasó a los participantes al final de cada curso. Los resultados obtenidos revelaron algunas diferencias significativas respecto a la satisfacción de los estudiantes con el curso, a sus intenciones, percepciones e intereses en contextos de aprendizaje donde la enseñanza presencial no era una opción. Esto implica que el diseño de mooc debe considerarse como una alternativa para construir conocimiento específico en situaciones de crisis.

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Fuente de los datos: Dialnet