Factors influencing learning in MOOCs (Massive Open Online Courses)
Resumo
Massive Open Online Courses (MOOCs) are remote courses that stand out in heterogeneity and quantity of their students. Due to the peculiarity of being massive and the large amount of data generated, it is necessary to identify which factors influence the learning process based on collaboration. Thus, the objective of the research was to identify the variables that can promote autonomous and critical learning. The results of a Systematic Literature Mapping have brought us important evidence in the process of developing a collaborative framework in MOOCs.
Referências
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BONAFINI, Fernanda Cesar. The effects of participants’ engagement with videos and forums in a MOOC for teachers’ professional development. Open Praxis. v. 9 issue. 4. International Council for open and distance education. 2017.
CHAUHAN, Jyoti; TANEJA, Shilpi; GOEL, Anita. Enhancing MOOC with Augmented Reality, Adaptive Learning and Gamification. Published in: MOOCs, Innovation and Technology in Education (MITE), 3rd International Conference on. 2015. IEEE.
HOLANDA, Ana Carla A.; TEDESCO, Patrícia, R. MOOCs e Colaboração. Definição, desafios, tendências e perspectivas. In: Anais do XXVIII Simpósio Brasileiro de Informática na Educação (SBIE). p. 243-252. 2017.
ISRAEL, Maria Joseph. Effectiveness of Integrating MOOCs in Traditional Classrooms for Undergraduate Students. International Review of Research in Open and Distributed Learning. 2015.
KHALIL, Mohammad. Learning Analytics in Massive Open Online Courses. Tese de Doutorado. Graz University of Technology. 2017.
PETERSEN, K.; FELDT, R..; MUJTABA, S.; MATTSSON, M.. Systematic mapping studies in software engineering. In: 12th International Conference on Evaluation and Assessment in Software Engineering, volume 17, p. 1. 2015.
LOIZZO, J.; ERTMER, P.A. Education Tech Research Dev.1013. https://doi.org/10.1007/s11423-016-9444-7. 2016.
NELIMARKKA, Matti; VIHAVAINEN, Arto. Alumni & Tenured Participants in MOOCs: Analysis of Two Years of MOOC Discussion Channel Activity. L@S '15 Proceedings of the Second (2015) ACM Conference on Learning @ Scale. 2015. ACM.
PURSEL, B. K.; ZHANG, L.; JABLOKOW, K. W.; CHOI, G. W.; VELEGOL, D. Understanding MOOC students: motivations and behaviours indicative of MOOC completion. Journal of Computer Assisted Learning.Special Issue. 2016.
OLIVEIRA, Eduardo Araújo. i-collaboration 3.0: um framework de apoio ao desenvolvimento de Ambientes Distribuídos de Aprendizagem Sensíveis ao Contexto. Tese Doutorado. Universidade Federal de Pernambuco. Cin – Ciência da computação, 2013.
OSUNA-ACEDO, Sara; MARTA-LAZO, Carmen; FRAU-MEIGS, Divina. From sMOOC to tMOOC, Learning towards Professional Transference: ECO European Project. Comunicar: Media Education Research Journal. 2018.
WIERINGA, R., MAIDEN, N.A.M., MEAD, N.R., ROLLAND, C.: Requirements engineering paper classification and evaluation criteria: a proposal and a discussion. Requirements Engineering 11(1), 102–107 (2006).
XING, Wanli. Exploring the Influences of MOOC Design Features on Student Performance and Persistence. 2019.
ZHANG J. Can MOOCs Be Interesting to Students? An Experimental Investigation from Regulatory Focus Perspective. Computers & Education, vol 95, p. 340-351, Abril. 2016.
ZONG, X.; XU, H. Reform of Teaching Mode for Computer Specialty Based on MOOCs. In: 12th International Conference on Computer Science & Education (ICCSE 2017), p. 705-708, 2017.
Publicado
2019-10-20
Como Citar
HOLANDA, Ana Carla A.; TEDESCO, Patrícia C. A. R..
Factors influencing learning in MOOCs (Massive Open Online Courses).
Anais do Workshop on Advanced Virtual Environments and Education (WAVE), [S.l.], p. 1-8, out. 2019.
ISSN 0000-0000.
Disponível em: <https://sol.sbc.org.br/index.php/wave/article/view/17635>. Acesso em: 18 maio 2024.
doi: https://doi.org/10.5753/wave.2019.1.
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