Towards MOOCs scenaries based on collaborative learning approaches

Iván Claros; Leovy Echeverria; Ruth Cobos

doi:10.1109/EDUCON.2015.7096093

Towards MOOCs scenaries based on collaborative learning approaches

Iván Claros, Leovy Echeverria, Ruth Cobos

Producción científica: Capítulo del libro/informe/acta de congreso › Ponencia publicada en las memorias del evento con ISBN › revisión exhaustiva

6 Citas (Scopus)

Resumen

The MOOCs offers technologies which emerge as an alternative to support the blending of face-to-face pedagogies and virtual activities. However, a blended learning experience is influenced by several factors, such as: the student's attitude to learn; a well-known learning script; and interactions and group dynamic. This article proposes MOOCs scenarios based on the experience of two collaborative approaches implemented by the authors. These experiences are gathered in three aspects: methodological; technological; and educational practice. In conclusion, this article highlights a lack of services related with social interaction, monitoring and intervention by the instructors; without such services, the MOOCs technologies hardly support blended learning experiences.

Idioma original	Inglés
Título de la publicación alojada	Proceedings of 2015 IEEE Global Engineering Education Conference, EDUCON 2015
Editorial	IEEE Computer Society
Páginas	989-992
Número de páginas	4
ISBN (versión digital)	9781479919086
DOI	https://doi.org/10.1109/EDUCON.2015.7096093
Estado	Publicada - 27 abr. 2015
Publicado de forma externa	Sí
Evento	IEEE Global Engineering Education Conference, EDUCON 2015 - Tallinn, Estonia Duración: 18 mar. 2015 → 20 mar. 2015

Serie de la publicación

Nombre	IEEE Global Engineering Education Conference, EDUCON
Volumen	2015-April
ISSN (versión impresa)	2165-9559
ISSN (versión digital)	2165-9567

Conferencia

Conferencia	IEEE Global Engineering Education Conference, EDUCON 2015
País/Territorio	Estonia
Ciudad	Tallinn
Período	18/03/15 → 20/03/15

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Publisher Copyright:
© 2015 IEEE.

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10.1109/EDUCON.2015.7096093

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title = "Towards MOOCs scenaries based on collaborative learning approaches",

abstract = "The MOOCs offers technologies which emerge as an alternative to support the blending of face-to-face pedagogies and virtual activities. However, a blended learning experience is influenced by several factors, such as: the student's attitude to learn; a well-known learning script; and interactions and group dynamic. This article proposes MOOCs scenarios based on the experience of two collaborative approaches implemented by the authors. These experiences are gathered in three aspects: methodological; technological; and educational practice. In conclusion, this article highlights a lack of services related with social interaction, monitoring and intervention by the instructors; without such services, the MOOCs technologies hardly support blended learning experiences.",

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year = "2015",

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Claros, I, Echeverria, L & Cobos, R 2015, Towards MOOCs scenaries based on collaborative learning approaches. En Proceedings of 2015 IEEE Global Engineering Education Conference, EDUCON 2015., 7096093, IEEE Global Engineering Education Conference, EDUCON, vol. 2015-April, IEEE Computer Society, pp. 989-992, IEEE Global Engineering Education Conference, EDUCON 2015, Tallinn, Estonia, 18/03/15. https://doi.org/10.1109/EDUCON.2015.7096093

Towards MOOCs scenaries based on collaborative learning approaches. / Claros, Iván; Echeverria, Leovy; Cobos, Ruth.
Proceedings of 2015 IEEE Global Engineering Education Conference, EDUCON 2015. IEEE Computer Society, 2015. p. 989-992 7096093 (IEEE Global Engineering Education Conference, EDUCON; Vol. 2015-April).

Producción científica: Capítulo del libro/informe/acta de congreso › Ponencia publicada en las memorias del evento con ISBN › revisión exhaustiva

TY - GEN

T1 - Towards MOOCs scenaries based on collaborative learning approaches

AU - Claros, Iván

AU - Echeverria, Leovy

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PY - 2015/4/27

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N2 - The MOOCs offers technologies which emerge as an alternative to support the blending of face-to-face pedagogies and virtual activities. However, a blended learning experience is influenced by several factors, such as: the student's attitude to learn; a well-known learning script; and interactions and group dynamic. This article proposes MOOCs scenarios based on the experience of two collaborative approaches implemented by the authors. These experiences are gathered in three aspects: methodological; technological; and educational practice. In conclusion, this article highlights a lack of services related with social interaction, monitoring and intervention by the instructors; without such services, the MOOCs technologies hardly support blended learning experiences.

AB - The MOOCs offers technologies which emerge as an alternative to support the blending of face-to-face pedagogies and virtual activities. However, a blended learning experience is influenced by several factors, such as: the student's attitude to learn; a well-known learning script; and interactions and group dynamic. This article proposes MOOCs scenarios based on the experience of two collaborative approaches implemented by the authors. These experiences are gathered in three aspects: methodological; technological; and educational practice. In conclusion, this article highlights a lack of services related with social interaction, monitoring and intervention by the instructors; without such services, the MOOCs technologies hardly support blended learning experiences.

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Towards MOOCs scenaries based on collaborative learning approaches

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