Perfiles del participante en LMOOC: análisis bibliográfico y estudio de caso

Paz Díez-Arcón

doi:10.5565/rev/jtl3.979

Participant profiles in LMOOCs: a literature review and case study

Authors

Paz Díez-Arcón Universidad Nacional a Distancia https://orcid.org/0000-0002-4095-7881

PDF (ES)

Abstract

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.

Keywords

Language learning, MOOC, Behaviour profiles, Demographic profiles, Formative success

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Author Biography

Paz Díez-Arcón, Universidad Nacional a Distancia

Investigadora en formación. Líneas de trabajo: aprendizaje de lenguas asistidas por ordenador, enseñanza en abierto y metodologías de aprendizaje para la innovación educativa. Proyectos: Erasmus +, Innovación Docente e I+D+I. He sido profesora asociada en la UNED y he participado en congresos nacionales e internacionales. Revisora de “Lengua y Migración”.