Formato de Base de Datos

Sumatoria Keyword Search BD Quartil Accesibilidad
1 5 scopus
Cross-cultural
education; Face-
to-face learning;
Learning
experience;
2 4 Scopus 2 abierto
Learning from
MOOCs; Online
learning; Self-
Developmental
guided/radio
evaluation;
learning
Evaluation;
3 Monitoring; 4y5 Scopus y WOS 2 cerrado
MOOC; Online
course;
Performance
monitoring
massive open
online course;
MOOC; course
4 5 WOS S/Q abierto
evaluation;
online learning;
pedagogy
Online labor
markets;
Technical-skill
assessment; Test 4
5 Scopus y WOS
question
evaluation; Test
question MOOC;
Blended
generation
BMOOCs;
Effectiveness;
Massive open
6 online courses; 4y5 Scopus y WOS 1 abierto
MOOC design;
MOOCs; Quality
assurance;
Usability
Agile; E-learning;
MOOC; On-line
7 education; 4 Scopus y WOS
Software
engineering
Assessment;
Evaluation;
Massive Open
8 Online Courses; 4 Scopus y WOS
Peer assessment;
Peer evaluation;
Peer review;
Quality
9 5 scopus
10 5 scopus
Monitoring;
11 MOOC; follow 4 WOS
up; e-Learning
12 S/d 5 Scopus y WOS 3 abierto
13 5 scopus
Assessment;
Higher education;
MOOC; Open
14 Online Learning; 5 Scopus y WOS
Peer assessment;
Quiz; Self-
information
assessment and
communication
technologies;
Computing; IT
15 competence; 5 WOS
assessment;
Great Britain
school; foreign
MOOC;
experience
innovation;
universities;
higher education;
16 4 WOS S/Q cerrado
distance learning;
management;
strategic
positioning
Assessment;
Courses; E-
learning; MOOC;
17 4 Scopus 3 abierto
Pedagogy;
Quality; Virtual
Platforms
assessment;
badging; informal
18 learning; MOOC; 4 Scopus y WOS
OpenGrouping;
Auto online
course
Auto Grouping
and Peer Grading
System (AGPG
System);
Collaborative
19 5 Scopus y WOS
Learning;
Massive Open
Online Course
(MOOC); Peer
Grading; Social
Network
ADECUR; MOOC; discontinued in
20 Quality; UNE 4y5 Scopus y wos abierto
Scopus
66181
Gender
differences;
Perception
21 analysis; 5 Scopus y WOS
Higher education;
Programming;
learning;
Self-learning;
motivation;
Spoken tutorials
personal learning
Architecture
environments; for
educational
cooperative
22 technology
learning 4 WOS S/Q abierto
system; Cheating
environments;
detection;
virtual learning;
Educational
educational
certification;
innovation;
Educational
educational Data
Mining
research(EDM);
23 Learning 5 Scopus y WOS
communities;
Lifelong learning;
Massive Open
Online Courses
MOOC; affective
(MOOCs);
computing;
Pedagogical
emotion
24 user 5
issues; Security; WOS abierto
detection;
Teaching/learnin
modelling;
g strategies
learning analytics
25 S/d 4 WOS S/Q cerrado
digital badging;
employability;
informal learning;
26 5 Scopus y WOS 2 abierto
MOOCs; open
educational
resources (OER)
educational
psychology;
judgment; open
27 data; open 5 Scopus
materials; social
cognition; social
influences
MOOC; Training;
Educational
28 Quality; 4 Scopus y WOS 2 abierto
Educational
assessment
Assessment at
scale; quality
assurance;
videoconferencin
29 g; Massive Online 4 WOS
Open Courses;
Higher Education;
Design Students;
oral online
Effectiveness
exams; e-Vivaof
MOOCs;
Empirical
30 Research; Sino- 5 Scopus y WOS 3 abierto
foreign
Cooperation
University
Program
31 5 scopus
32 5 scopus
Assessment;
Automated essay
33 scoring systems; 5 Scopus y WOS
Massive open
online courses
Evaluation;
34 MOOC; Online 4 Scopus y WOS 3 abierto
courses
learning; massive
open online
courses; open
educational
35 resources; risk 4 WOS
assessment; food
safety; exchange
of staff;
fellowship
36 5 scopus
MOOC; Open
educational
practice; Open
educational
37 resource; Open 4 Scopus
learning design;
Understanding
Completion
Dementia rate;
Cost analysis;
iMOOC; Learning
effectiveness;
38 5 Scopus y WOS
Massive open
online course;
Pedagogical
Collaboration;
modelmining;
Data
Electronic
publishing;
39 Information 5 Scopus y WOS
services;
Internet;
Semantics;
Massive
Streaming Open
media
Online Courses;
MOOC; discontinued in
40 evaluation; 4 Scopus y WOS abierto
Scopus
pedagogical
quality; teacher
training
41 5 scopus
42 5 scopus
Adaptive
measurement
algorithms;
Assessment;
43 5 Scopus
Effectiveness;
Multistage
adaptive
academic
measurements
labour; cognitive
capitalism; cyber
netic
44 capitalism; digital 4 WOS
isation of
pedagogy; MOOC
s; radical
openness
Distributed
learning
environments;
Evaluation
methodologies;
45 4 Scopus y WOS 1 cerrado
Lifelong learning;
Massive Online
Open Courses;
Pedagogical
issues
Blog mining;
46 MOOC; MOOCs; 4 Scopus y WOS 1
Online learning
E-learning;
Interactive
poster; iPoster;
47 Presentation 5 Scopus
slides; Slide
structure; Topic
structure
48 Computer-aided 5 Scopus
assessment; E-
learning; IRT;
Item pool
optimisation;
Item response
theory; Learning
49 management 4 Scopus
system; Massive
open online
courses; MOOCs;
Multiple choice
Animal welfare;
test; Technology
Animal welfare
enhanced Online
education;
50 learning 5 Scopus y WOS 3 cerrado
learning;
Veterinary
education
Massive open
online courses,
MOOCs, Online 5
51 Scopus
education, Public
health,
Technology
Nutrition;
Cooking; Online
52 education; Eating 4y5 WOS 1 abierto
behaviors; Meal
composition
53 5 scopus
MOOC; UNE
norms; virtual
54 training; quality; 4 WOS S/Q abierto
assessment;
innovation
55 5 scopus
Analysis of
patterns in time;
56 E-learning; 4 WOS
Educational
research;
Learning
analytics; Mini-
MOOCs; MOOCs;
57 Online 4y5 Scopus y wos 2 cerrado
assessment;
Online
instruction;
Plagiarism;
MOOC;
Studente-learning
learning; Lifelong
achievement;
Learning; Digital
Teaching and
58 4 WOS
learning;
learning Open
Massive quality;
Learning
Temporal
Online Course
maps
analytics
(MOOCs);
Multiple criteria
decision making
(MCDM)
59 methodology; 4 Scopus y WOS 3 abierto
Online education;
Quality function
deployment
method of house
of quality (QFD-
HOQ) model
60 5 scopus
MOOCs; implicit
theory of
intelligence;
61 retention; 5 WOS 1 cerrado
motivation;
academic
achievement
MOOC; Training;
Educational
Quality;
62 4 WOS S/Q abierto
Educational
assessment;
INTEF
MOOC; quality
criteria; higher
education; online
63 4 WOS
learning; UNE
norms; quality
learning
Quality centred
on learning;
MOOC; Higher
Education; Open
64 4 WOS S/Q abierto
Education;
Quality features;
Open content;
Quality
Massivemodels
Open
On-line Courses
(MOOCs);
65 standards; 4 Scopus y WOS 1 cerrado
educational
assessment;
quality assurance
Assessment; Incl
66 usion; MOOC; Qu 4 WOS S/Q abierto
ality
MOOC; quality
criteria; higher
education; online
67 4 wos S/Q abierto
learning; UNE
norms; quality
learning
open educational
resources; OER;
68 digital badges; 5 WOS S/Q abierto
elearning;
MOOCs
69 5 scopus
Dementia;
Engagement;
Level of
70 4 Scopus
education;
MOOC; Online
learning
Higher education; 5
71 Scopus y WOS 2 cerrado
Online learning
Course reviews;
Ensemble feature
selection; Multi-
swarm particle
swarm
72 optimization 5 Scopus
(MSPSO);
Sentiment
discriminability;
Drop-out;
Sentiment
Massive open
recognition
online courses;
MOOCs;
73 Pedagogy, open 5 Scopus y WOS 2 cerrado
resources;
Lifelong
Student learning;
Organisational
engagement
learning;
Competence
development;
74 5 WOS
Distance
education; Lean
learning;
Diverse Massive
open online
classroom
courses
environments;
International
75 students MOOCS; 4 Scopus y WOS
Internationalisati
on; Large classes;
Pedagogical
Business
practices
education;
Education;
76 Globalization; 4 Scopus
Massive open
online courses;
Online learning
E-learning
quality; MOOC;
MOOC quality;
77 Quality 4 Scopus y WOS
assurance;
Quality
enhancement
learning
analytics; MOOC;
motivation;
78 5 WOS 2 cerrado
participation;
performance;
MOOC; Teaching
persistence
quality;
Educational
innovation;
eLearning; Tri-
79 4 WOS
dimensional
model;
Assessment;
Validation by
massive open
expert opinion
online courses
(MOOCs); peer 4
80 Scopus y WOS
assessment;
rubrics; writing
instruction
MOOC;
pedagogical
practice; online
education;
81 review of 4 WOS S/Q abierto
distance
education
research;
evaluation
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Title
A comparison of learner intent and behaviour in live and archived MOOCs 1
A cross-modal analysis of learning experience from a learner's perspective 1
A strategy for monitoring and evaluating massive open online courses 1
A study of user participation across different delivery modes of a massive open online 1
course
A system for scalable and reliable technical-skill testing in online labor markets 1
A usability evaluation of a blended MOOC environment: An experimental case study 1
An agile framework definition for creating an engineering massive open online course 1
from scratch: A case study
An algorithm for peer review matching in Massive courses for minimising students' 1
frustration
An Interview Reflection on "intelligent Tutoring Goes to School in the Big City" 1
Archaeology and the MOOC: Massive, open, online, and opportunistic 1
Architectural approach for automatic follow up of learning activities in massive open 1

online courses
Are there metrics for MOOCS from social media? 1
Assessing the impact of the term "MOOC" vs "eLearning" in scientific literature and
dissemination [Evaluación del impacto del término "MOOC" vs "Elearning" en la
literatura científica y de divulgación] 1
Assessment in massive open online courses 1
ASSESSMENT OF PUPILS' IT-COMPETENCE IN GREAT BRITAIN SCHOOLS 1
Assessment of the emergence of MOOC in two francophone universities 1
Assessment the pedagogical quality of the MOOC [Evaluación de la calidad pedagógica 1

de los MOOC]
Assessment worlds colliding? Negotiating between discourses of assessment on an 1
online open course
Auto grouping and peer grading system in massive open online course (MOOC) 1
Comparative between quality assessment tools for MOOCs: ADECUR vs Standard UNE
66181: 2012 [Comparativa entre instrumentos de evaluación de calidad de cursos 1
MOOC: ADECUR vs Normas UNE 66181:2012]
Comparing the effectiveness of self-learning java workshops with traditional classrooms 1
Design, Motivation and Performance in a Cooperative MOOC Course 1
Detecting and preventing "multiple-account" cheating in massive open online courses 1
Detection and Evaluation of Emotions in Massive Open Online Courses 1
Developing Online Information Literacy Instruction for the Undergraduate Art Student: A 1
Collaborative Approach in the Context of the Framework for Information Literacy
Digital badging at The Open University: recognition for informal learning 1

Discouraged by Peer Excellence: Exposure to Exemplary Peer Performance Causes 1
Quitting
EDUTOOL (R) : A TOOL FOR EVALUATING AND ACCREDITING THE QUALITY OF MOOCS 1
Effective web videoconferencing for proctoring online oral exams: a case study at scale in 1
Brazil
Empirical Research on the Effectiveness of MOOCs in Developing Design Students on 1

Sino-foreign Cooperation University Programs
Enrollment, engagement, and satisfaction in the blendkit faculty development open,

online course 1
E-teaching strategies: Massive versus customized methodologies 1
Evaluating the validity and applicability of automated essay scoring in two massive open 1
online courses
Evaluation grid for xMOOCs 1
Expertise for the future: learning and training in the area of food safety risk assessment 1
Exploring measures of engagement in open online work based learning: Towards better
measures of success in open online learning methods, massive or otherwise 1
'Fit for Purpose': A cohort-centric approach to MOOC design [«Adecuación al propósito»:

Un enfoque centrado en el colectivo de estudiantes para el diseño de un curso en línea 1
masivo y abierto (MOOC)]
iMOOC on climate change: Evaluation of a massive open online learning pilot experience 1
Implementation and Evaluation of Digital E-Lecture Annotation in Learning Groups to 1

Foster Active Learning
Indicators of pedagogical quality for the design of a Massive Open Online Course for 1
teacher training
Indicators of pedagogical quality for the design of a massive open online course for
teacher training [Indicadores de calidad pedagógica para el diseño de un curso en línea
masivo y abierto de actualización docente]
Innovations in medical undergraduate pathology education: The Paris Descartes

medicine faculty experience [Nouveaux outils et nouvelles méthodes pour
l'enseignement de l'anatomie pathologique. Retour d'expérience à la faculté de
médecine Paris Descartes] 1
Innovative approaches to increasing the student assessment procedures effectiveness 1
Inside the global teaching machine MOOCs, academic labour and the future of the 1
university
Instructional quality of Massive Open Online Courses (MOOCs) 1
Investigating MOOCs through blog mining 1
iPoster: Interactive poster generation based on topic structure and slide presentation 1
Job maintenance through supported employment PLUS: A randomized controlled trial 1
LMS assessment: Using IRT analysis to detect defective multiple-choice test items 1
Massive open online courses as a tool for global animal welfare education 1
Massive open online courses in public health 1
Massive open online nutrition and cooking course for improved eating behaviors and 1
meal composition
Measuring the success of scaleable open online courses 1

MOOC appraisal: A quality perspective 1
MOOC success factors: Some critical considerations [Factores de éxito de los MOOC:
Algunas consideraciones críticas] 1
MOOCs for Development: Trends, Challenges, and Opportunities 1
MOOCs for Research: The Case of the Indiana University Plagiarism Tutorials and Tests 1
MOOCs: ORIGIN, CHARACTERIZATION, PRINCIPAL PROBLEMS AND CHALLENGES IN 1

HIGHER EDUCATION
Online learning era: Exploring the most decisive determinants of MOOCs in Taiwanese 1
higher education
Output from statistical predictive models as input to elearning dashboards 1
Predictors of Retention and Achievement in a Massive Open Online Course 1
Proposal quality certification of educational Spanish MOOC courses offer conducted by 1

the National Institute of Educational Technologies and Teacher Training.
Quality criteria for the valuation and management of MOOC 1
Quality in Open Online higher Education: from Virtual Classrooms to MOOCs 1
Quality indicators: developing "MOOCs" in the European Higher Education Area 1
QUALITY OF A MOOC INCLUSION ON EDUCATION: IMPLEMENTATION OF VARIOUS 1

INSTRUMENTS AND INDICATORS
Quality criteria for the valuation and management of MOOC 1
Recognising informal elearning with digital badging: evidence for a sustainable business 1
model
Reflections on a massive open online life cycle assessment course 1
Relationship between participants' level of education and engagement in their

completion of the Understanding Dementia Massive Open Online Course Approaches to 1
teaching and learning
Resource requirements and costs of developing and delivering MOOCs 1

Sentiment recognition of online course reviews using multi-swarm optimization-based 1
selected features
Student engagement in massive open online courses 1
Sustaining Sweden's competitive position: lean lifelong learning 1
Teaching large classes in an increasingly internationalising higher education 1

environment: Pedagogical, quality and equity issues
The advance of the MOOCs (massive open online courses): The impending globalisation 1
of business education?
The fun they had or about the quality of MOOC 1
The role of students' motivation and participation in predicting performance in a MOOC 1
UMUMOOC A proposal of quality indicators for educational courses MOOC 1
Using scaffolded rubrics to improve peer assessment in a MOOC writing course 1

Validation of the Questionnaire of Quality Assessment of Online Courses adapted to 1
MOOC
Abs
Learning experience has been one of the most debated aspects of Massive Open Online Courses (MOOCs). Various perception
countries. This paper discusses, from a learner's perspective, learning experience across four modes of learning: face-to-face, s
cMOOC and twelve xMOOCs and studied these courses alongside other engaged learners. I conducted a cross-case analysis of
availability, diversity, flexibility and interactivity. I found that each of these learning modes can help learners achieve a significa
better learning experience than an exclusive use of a single mode. I also argue that each of these modes can contribute enorm
divide if stakeholders in education capitalize on the target learners' strengths, on existing access to media and on openness in t
settings, and those who are interested in cross-cultural education development. © ACPIL.
We argue that the complex, innovative and adaptive nature of Massive Open Online Course (MOOC) initiatives poses particular
series of steps to assist them in developing a strategy to monitor, improve, and judge the merit of their initiatives. We describe
two-pronged approach was developed, where we suggest that individual projects be assessed through performance monitorin
considered within a more adaptive, emergent evaluation inquiry framework. We present the inquiry framework we developed
measures for project performance monitoring. Our strategy is described as it was developed to inform the evaluation of a MOO
Massive open online courses (MOOCs) are offered by many universities, with hundreds of thousands of people worldwide havi
conservative in maintaining the educational status quo. Lacking innovative pedagogic foundation and with the need for approa
paper reports results and experience from developing and presenting a MOOC which provides both 'traditional' and supported
both modes run in parallel allows direct comparison between the experiences and achievements of the two groups. We presen
The emergence of online labor platforms, online crowdsourcing sites, and even Massive Open Online Courses (MOOCs), has cre
take online tests to assess their competence in a variety of technical topics. However the existing approaches face many proble
skills, such as programming, require the tests to be frequently updated in order to reflect the current state-of-the-art. Third, th
generates test questions and evaluates their quality as predictors of the user skill level. Our platform leverages content that is a
new questions, decreasing the impact of cheating, and we also create questions that are closer to the real problems that the sk
the workers to examine the external validity of the generated test questions: questions that have external validity also have a s
questions of comparable or higher quality compared to existing tests, with a cost of approximately $3-$5 dollars per question,
Published by Elsevier B.V.
In the past few years, there has been an increasing interest in Massive Open Online Courses (MOOCs) as a new form of Techno
interactions and online learning components together have emerged as an alternative MOOC model of teaching and learning i
cooperation with RWTH Aachen University, Germany, provided using the bMOOC platform L2P-bMOOC. In order to gauge the u
custom effectiveness questionnaire reflecting the different MOOC stakeholder perspectives.
Massive Open Online Courses (MOOCs) have emerged as disruptors to higher education bringing the possibility to access learn
participate as reviewers, collaborate with each other and are engaged in watching videos and other multimedia resources. How
design and plan MOOCs and the technicaland security issues of MOOC platforms. More specifically, institutions are currently m
skills to produce high-quality learning resources that can encourage learners' participation and decrease the dropout rate. On t
sinparticular topics ranging from an introductory to a master level. How ever, just a few courses address a holistic view of a dom
Agile MOOC Development Lifecycle (AMDL) to address the challenge of designing a MOOC from scratch. Afterwards, the frame
also reported as a case study to validate the proposed development lifecycle. Finally, some discussion, lessons learned and futu
Traditional pedagogical approaches are no longer sufficient to cope with the increasing challenges of Massive Open On-line Co
Its main goal is to minimise the students' frustration through the reduction of the number of committed students that receive
review of their submissions. The first algorithm uses sliding deadlines to minimise the probability of a submission not being rev
the former. It is easier to implement and, despite performing worse than the first one, it also improves with respect to the base
Currently it has been generated great interest in the massive open online courses, because they are consider as an "educationa
participants, allowing a global reach and a more participative learning. However, as advantages arise due to their massiveness,
since it is impossible that tutors have a personal relationship with each of the thousands of participants. Therefore certain type
which is intended to improve tutor-student relationship in an environment of massiveness to maximize the quality of learning i
Since “the year of the MOOC” in 2012, the effectiveness of massive open online courses (MOOCs) has been widely debated. So
draws from recent efforts to measure engagement in social media, as well as from research on indicators of student engageme
these indicators have clear limitations as measures of educational progress they offer a different, more nuanced understanding
standardized access rates compare favorably with those for social media sites and with response rates to large-scale direct mai
types and combinations of activities may be providing better opportunities for learning. © 2015, Sloan Consortium. All rights re
Open online distance learning in higher education has quickly gained popularity, expanded, and evolved, with Massive Open O
progress in MOOCs. However, we remain limited in our ability to assess complex and open-ended student assignments. In this
was high. Based on low correlations with final exam grades as well as with other assessment forms, we conclude that self-asse
with one of the weekly quizzes as the strongest explanatory variable. We suggest that both self-assessment and peer assessme
assessment of students’ achievements. © ACPIL.
In the article the approaches to the assessment of pupils' IT-competence in Great Britain school during the implementation of
which must meet National Curriculum. When assessing ITcompetence there are used learning environments Makewaves, Khan
are involved different educational structures and institutions that are related to information technologies.
At a time when universities have to position themselves on their approach regarding MOOCs, this paper presents the institutio
view of the main actors and outlines the context, process and arguments that led to the collaboration of the two institutions an
to develop the positioning underlying the process, which led to some similar choices (means to ensure quality, research/deplo
innovation, professional development, focus on research work or teaching work, production of widely accessible and reusable
MOOC have burst into the sphere of education in an accelerated way. Firstly, the main US universities, and later many others-a
studies have been published on their assessment so far. That is why the present study has carried out 129 pedagogical assessm
Attention is similarly paid to the hypothesis about the existence of statistically significant differences regarding course quality d
the present study do not reveal widespread differences between courses, but statistically significant differences do exist in 5 of
Abstract: Using the badged open course, Taking your first steps into Higher Education, this case study examines how assessmen
online courses, is primarily determined by the requirements of quality assurance processes to award a digital badge or stateme
designers of online open courses should pay greater attention to the relationship of assessment and learning to improve partic
E-learning is a progressive way of learning through online courses. Instructors pass information to learners via context and vide
Courses (MOOCs) is recently applied widely, the concept of flipped classroom is well deployed everywhere. Courses are design
online learning platform and improve the existing methods of peer grouping and peer assessment, to promote the concept of M
Massive open online courses (MOOCs) have emerged in informative and scientific literature as a revolution with great potentia
education. Therefore, the MOOC universe is the object of educational consideration among various authors and institutions in
overview of the quality indicators of two instruments for assessing MOOCs: Standard UNE 66181:2012 on quality management
assessing the quality of MOOCs based on the strengths of the two instruments examined. © by FUOC, 2015.
In this work, we study the effectiveness of a method called Spoken Tutorial, which is a candidate technique for self-learning. Th
this work helps both genders, females seem to benefit more through self-learning workshop based approach. Self-learners fou
Although the proposed method seems to be effective to a restricted class of topics, the benefits can still be enormous and suit
MOOCs are seen as the latest evolution in online learning and, since their launch in 2008, they have become an integral part of
discussing their potential to offer quality, large-scale education worldwide rather than measuring learning outcomes. This pape
validate the design, and the motivation variable was controlled using the Instructional Materials Motivation Survey (IMMS). Ac
carry out in their Personal Learning Environments, has an influence on performance, and the variable that mediates in that rela
education.
We describe a cheating strategy enabled by the features of massive open online courses (MOOCs) and detectable by virtue of t
questions using a "harvester" account and then submits correct answers using a separate "master" account. We use a small-sc
we estimate CAMEO prevalence at 1237 certificates, accounting for 1.3% of the certificates in the 69 MOOCs with CAMEO user
We identify preventive strategies that can decrease CAMEO rates and show evidence of their effectiveness in science courses. ©
Massive Open Online Courses (MOOCs) have grown up to the point of becoming a new learning scenario for the support of lar
characteristics is adaptation, in order to personalize the MOOC experience to the learner's skills, objectives and profile. Several
emotions, is that we can infer the learner's emotions by analysing their actions with tools in the MOOC platform. We propose f
proposed, the pedagogical theories supporting them, their implementation and the result of a first user study.
Perceiving a lack of integrated information literacy curriculum at our colleges, the library directors of the Association of Indepe
a partner to produce the tutorials and offer the finished project in an environment accessible to students. When approached a
course launched in July 2015, and the authors conducted an assessment of the course quality and use nearly one year later by
version on Lynda.com.
Awarding badges to recognise achievement is not a new development. Digital badging now offers new ways to recognise learn
University (OU) in 2013 to provide a digital acknowledgement for learners’ participation in three entry-level, unsupported cour
learners using the free educational resources which the OU makes available through its OpenLearn platform. This research acti
evaluation of the 2013 pilots has informed the development of a suite of free employability and skills BOCs in 2014 that are ass
backdrop of MOOC providers issuing certification for fee. The BOC project, which aligns with the University’s Journeys from Inf
Charter to promote the educational well-being of the community. © 2015 The Open University.
People are exposed to exemplary peer performances often (and sometimes by design in interventions). In two studies, we show
also causes de-identification with the relevant domain. We examined such discouragement by peer excellence by exploiting th
peer assessment (N = 5,740). Exposure to exemplary peer performances caused a large proportion of students to quit the cour
social comparison, and reference bias and has practical implications for interventions that induce social comparisons. © The Au
This research analyzes the regulatory quality of MOOCs (Massive Open Online Courses) through the instrument (R) EduTool, tra
Laboratory for Computational Intelligence (LCI). (R) EduTool is developed under the auspices of the UNE 66181 standard, while
of Virtual Training for MOOC have been analyzed using fuzzy logic. In this sense, aggregation of the linguistic variables of 10 exp
proceded to find and select relevant MOOC platforms: Udacity, EDX, MiriadaX and Coursera. Subsequently, the most relevant M
platforms to code and assessing the quality of these courses using EduTool (R). In general, the analytical and graphic results sho
appreciated in Coursera (66.34%) and EDX platform (62.62 %), intermediate in the Udacity platform (54.92%) and somewhat lo
The challenging of assessing formal and informal online learning at scale includes various issues. Many universities who are no
reports best practices on the use of a web videoconferencing application to quality control student assignments through online
the assessment of twelve online postgraduate courses in Law for 20,000 students. Our research questions investigate the bene
purpose by a group of around fifty assessors from September 2008 to September 2012. The effective use of FM provided evide
the perspective of assessors and students were: reliable examination, credible technology, authentic assessment, interactive e-
Nowadays, the implementation of Sino-foreign cooperative education program has become an essential way to internationalize
programs. In order to systematically illustrate and reveal the effectiveness of utilizing MOOC in these projects, which sponsored
targeted and systematic tracking, investigation, comparative analysis, consultation, summary and the real-time assessment. Exp
understanding of their major. It not only strengthened students' skills and literacy, it was also found to significantly promote tra
projects be further promoted and applied in the future.
BlendKit is a 5-week course designed by the University of Central Florida in an open, online format specifically for the professio
information on the success of using an open approach of a MOOC compared to more traditional, highly structured professiona
The use of massive open online courses (MOOCs) to expand students' access to higher education has raised questions regardin
scoring (AES) systems that allow students to engage in critical writing and free-response activities. However, there is a lack of re
some significant differences existed between Instructor grading, AES-Holistic scores, and AES-Rubric Total scores within two MO
administrators, educational designers, and instructors implementing AES learning activities in MOOC courses. © Reilly, Stafford
Massive Open Online Courses, shortly MOOCs, are a phenomenon nowadays. The number of courses is worldwide steadily inc
quality of such courses. After a live experiment on 15 randomly chosen courses and a brief literature review, we discuss the po
EFSA depends on a system of scientific panels, working groups and the expertise of its staff to perform its role in providing high
challenge with regard to maintaining and developing expertise in the areas of food, feed, plant, animal and environmental risk
analysis process, the EU food law, consumer behaviour, international relations and skills in risk communication is also needed.
of specialised and continuous training is required. The state of the art and the future of education in risk assessment are prese
safety risk assessment and regulatory science in the EU and worldwide; challenges in training on general risk assessment, food
training of professionals. (C) 2016 European Food Safety Authority. EFSA Journal published by John Wiley and Sons Ltd on beha
How do you design a quality massive open online course (MOOC) that will be 'fit for purpose'? The Understanding Dementia M
resources (OER) and open educational practices (OEP). This paper describes the development of the university's first MOOC, gr
outcomes); the nature of the content; assumed capability thresholds of the intended cohort and; the technical and pedagogica
the interplay of factors which influenced decision-making, including the nature of expert content (packaged by the developme
learning theory, technological constraints, as well as external stakeholder requirements. The paper concludes with a discussion
simply physical or technical, but require tailoring the approach to threshold learning capabilities, as well as providing scaffolded
MOOCs are a recent phenomenon, although given their impact, they have been subject to a large debate. Several questions ha
discussion by presenting a case study of the MOOC on Lived Experiences of Climate Change, which piloted the iMOOC pedagog
other features drawn from UAb's experience with online learning and aims at better integrating in the larger context of the insti
MOOC course on Portuguese language delivered so far. We discuss the effort required to design and deliver the course, the tec
solution was a success: an integrated architecture combining well-established, well-tested open software. The completion rate
until the end. Lessons learned from this experience and future research on the field are also discussed.
The use of video lectures in distance learning involves the two major problems of searchability and active user participation. In
requirements, as well as details of the implementation, are explained. Furthermore, we suggest more improvements to foster a
of the evaluation are promising, as they indicate not only that students perceive it as useful, but also that the learning effective
implementation in a MOOC context. © 2008-2011 IEEE.
Massive Open Online Courses (MOOCs) have generated high expectations and revolutionized some educational practices by pr
to pedagogical, functional, technological and time factors in order to assess the quality of the MOOC entitled "Liderazgo en ges
Coursera to 10.161 participants. Via the Delphi method, a group of 55 experts agreed that time is a key factor to be considered
evaluation indicators to focus their efforts on the enhancement of pedagogical quality. By providing relevant information, the l
everyone has access to a world-class education.
The relevance of the investigated problem is determined by the need to improving the evaluation procedures in education and
feedback necessity, reliable and valid assessments. The purposes of the article are multistage adaptive measurements validatio
mentioned above are based on modern test theory Item Response Theory (IRT). The main research methods are math models
the developing practices for student evaluation during the assessment procedures, opinion polls and questionnaires of learnin
the increase of effectiveness in student assessment procedure due to the selection of optimal task difficulty for each student, c
adaptive measurements, as one of the innovative approaches increasing the student assessment effectiveness, admit of individ
applied in blending learning, massive open online courses and e-learning. The article can be of interest for teaching staff and e
This special issue focused on 'Digital Media and Contested Visions of Education' provides an opportunity to examine the tende
to ask questions concerning evaluations of the quality of higher education within a knowledge economy. Theorising the ruptur
speaking the question of whether to see the political economy of using social media in higher education from a state perspecti
1993). By contrast an approach that decentres the state and focuses on global networked finance capitalism ironically grows ou
centric theory with hierarchical structures are still significant, relational, self-organising and flexible market networks have beco
governing framework in international law.
We present an analysis of instructional design quality of 76 randomly selected Massive Open Online Courses (MOOCs). The qu
design quality was assessed and compared. We found that the majority of MOOCs scored poorly on most instructional design p
design quality is low. We outline implications for practice and ideas for future research. © 2014 Elsevier Ltd. All rights reserved
MOOCs (massive open online course) is a disruptive innovation and a current buzzword in higher education. However, the discu
called blog mining to analyze MOOCs. The findings indicate, while MOOCs have benefitted learners, providers, and faculty who
hardware. Future research should explore the position of MOOCs and how it can be sustained.
MOOC is a crucial platform for improving education; students are able to obtain various educational presentation contents thro
attempt to provide presentations in a nonlinear fashion for enhancing the user interaction through these presentations; howev
presentation slides, it generates a meaningfully structured presentation, called iPoster; this enables users to automatically navi
structure. The structural layout can reveal the hierarchy of elements based on topic structure by moving from the overview to
would substantially help the students navigate the presentation slides effectively for their learning purposes. In this paper, we d
rights reserved.
Due to the computerisation of assessment tests, the use of Item Response Theory (IRT) has become commonplace for educatio
efficiency of the testing process and provide in-depth descriptions of item properties. This paper introduces a methodological a
statistical indices produced by the IRT analysis, the enhanced LMS is able to detect several defective items from an item pool w
Inderscience Enterprises Ltd.
Animal Behaviour and Welfare was a Massive Open Online Course (MOOC) hosted on Coursera as a free introductory animal w
changes in knowledge. The course ran for 5 weeks, and 33,501 students signed up, of which 16.4% (n = 5,501) received a Certifi
metric to judge MOOC success is questionable. Instead, we focus on demographics, with Coursera data estimating that 41% of
degree. Despite this wide range of backgrounds, 57.2% of post-course respondents (n = 2,399) strongly agreed that the inform
was based on the results of scientific study, and significantly fewer students (w2[4] = 361.32, p < .001) felt health was the most
are an appropriate vehicle for providing animal welfare learning to a wide audience, but require a significant level of investmen
Massive open online courses (MOOCs) represent a new and potentially transformative model for providing educational opport
institutional infrastructure and experience with both for-credit online education and open educational resources mitigated the
engagement among enrollees. As a result, comprehensive and accurate assessment of meaningful learning progress remains a
Background: Behavioral shifts in eating, favoring the increased consumption of highly processed foods over healthier, home-co
instruction, for improving eating behaviors and meal composition among course participants. Methods: The course, consisting
2014, participants viewed course videos, completed quizzes and participated in optional cooking assignments, over a 5-week p
McNemar-Bowker tests of symmetry and within subject t-tests were conducted to evaluate pre-post survey changes in the prim
Class participants were primarily women in the child-rearing ages (20-49 years of age). There were significant positive changes
in the previous week (63.4 % to 71.4 %), and who felt that yesterday's dinner was very/extremely healthy (39.3 % to 56.4 %) an
reaching adults worldwide and have the potential to catalyze powerful behavioral shifts that align well with efforts to improve
The research analyzes the normative quality of five MOOC courses of the EDX platform through EduTool (R) instrument, brand
European Higher Education Area" of the University Pablo de Olavide of Seville (Spain). This work was developed under the ausp
fuzzy logic. In that sense, to measure the quality of that platform were selected by intentional non-probabilistic sampling the m
and a teacher and educator), both Inspectors of Education, which valued the quality of courses by that instrument. The analyti
average quality of the platform was 62.62%. Particularly, all courses beyond the minimum value of the first dimension with a 6.
The recent rise of massive open online courses (MOOCs) has generated significant media attention for their potential to disrup
the most underserved regions of the world. However, much of the excitement surrounding opportunities for MOOCs in non-OE
on proceedings from a recent international conference on MOOCs for Development held at the University of Pennsylvania, this
We illustrate a very recent research study that demonstrates the value of Massive Open Online Courses (MOOCs) as vehicles fo
problems, activation, demonstration, application, and integration. We further discuss our data collection mechanisms and earl
scales from the Teaching and Learning Quality instrument. As a follow-up study, we plan to further investigate patterns of usag
Science+Business Media Dordrecht.
MOOCs (Massive Open Online Courses) are an innovation that have attracted public academic attention in recent times, and w
courses have faced a number of problems and questions regarding their acceptance, credibility, quality, methods of assessmen
these are the results of the preliminary and exploratory stages in the research process, in which projections on the solution of
mobile technology.
Because the development of Taiwanese Massive Open Online Course (MOOCs) websites is at this moment full of vitality, this re
methodology to cross-evaluate the weighted questionnaire results based on three major analytical perspectives (higher educati
interests) and the HOWs (the technological online-education measures), based on the higher research reliability and validity. A
online-education determinants of MOOCs websites based on weighted-measurements of expert's questionnaire among WHAT
author/s.
Massive open online courses (MOOCs) have been heralded as an education revolution, but they suffer from low retention, calli
achievement. In this study, we used survival analysis to examine the degree to which student characteristics, relevance, prior e
including level of commitment, expected number of hours devoted to the MOOC, and intention to obtain a certificate, related
This article discusses the possible application of quality standards MOOC (Massive Open Online Courses) at the National Institu
Trademark (3,087,298 in force). This line of work comes from a line of research of the Pablo de Olavide University of Seville and
(recognition of training, learning methodology and levels of accessibility) of this standard for Quality Management of Virtual Tr
of users in the MOOC pilot plan for teacher education occurred in 2014, within the lines of action of the project "New forms of
Due to the immediate effect of the influence and use of the MOOC, educational institutions that are directly linked to research
possess the adequate pedagogic foundation that can guarantee the quality and efficient of use of these tools in learning. The o
specific norms that can allow us to guarantee learning using the MOOC, even though norms for e-learning platforms already ex
and or dimensions for the evaluation of the quality of the MOOC. In the conclusions we highlight how the current efforts in the
Currently there are numerous works and research on quality of open learning and LMS. Quality-centered learning has been a m
could be equally valid for MOOCs. We also wonder whether all that could also be applied to what has been worked on ubiquito
and we give the same reasons to support them that held true for the former. We reach this conclusion based on a detailed ana
in another one dated in 2003 which concluded with some instruments for the evaluation of quality in platforms and learning m
The objective of this research is to design an integrated system of evaluation of the quality of the Massive Open Online Course
those developed for the MOOCs. Using a quantitative, descriptive and sectional design, a team of experts have valued those in
designated quality criteria by having a clear and organized academic structure. In addition, each course states clearly the timin
admission requirements. The main contribution of the current research is that it gives MOOC developers some quality indicato
platforms.
In the XXI century, the need of training in, for and with Information and Communication Technologies seems significant. In this
Iberoamerican context that emphasizes the attention to diversity from an approach based on inclusive education. For this reas
positive evaluation around almost all analyzed dimensions and subdimensions, particularly around pedagogical aspects. In con
Due to the immediate effect of the influence and use of the MOOC, educational institutions that are directly linked to research
possess the adequate pedagogic foundation that can guarantee the quality and efficient of use of these tools in learning. The o
specific norms that can allow us to guarantee learning using the MOOC, even though norms for e-learning platforms already ex
and or dimensions for the evaluation of the quality of the MOOC. In the conclusions we highlight how the current efforts in the
Digital badging as a trend in education is now recognised. It offers a way to reward and motivate, providing evidence of skills an
educational resources which the OU makes available through its OpenLearn platform (Law, Perryman & Law, 2013). This resear
through the deployment of Moodle quizzes, was launched. This paper reports on evaluation of the BOCs and what we now kno
otherwise have the opportunity.
Background: The completion rates for Massive Open Online Courses (MOOCs) generally are low (5-10%) and have been reporte
environment for a broad spectrum of participants. In this regard, the Wicking Dementia Research and Education Centre has de
caregivers, people with dementia, and health care professionals. Methods: The Understanding Dementia MOOC was designed
each unit to continue through the course. A series of discussion boards facilitated peer-to-peer interactions. A separate "Ask an
countries registered; 4,409 registrants engaged in the discussion boards, and 3,624 (38%) completed the course. Participants' l
those with a university education to complete the course (χ2=2.35, df=6, p=0.88) and to engage in the online discussions (F[6,
df=4407, p <0.001). Conclusions: The high completion rate and level of engagement of participants across a broad spectrum
combination of MOOC design as well as the scale of unmet need for quality dementia education. © 2015 Goldberg et al.; licen
Given the ongoing alarm regarding uncontrollable costs of higher education, it would be reasonable to expect not only concern
available information on MOOC costs that is based on rigorous analysis. In this article, we first address what institutional resou
Subsequently, we use the ingredients method to present cost analyses of MOOC production and delivery at four institutions. W
scalability. Based on this metric, MOOCs appear more cost-effective than online courses, but we recommend judging MOOCs b
that future assessments of the value of MOOCs will combine both cost information and effectiveness data to yield cost-effectiv
decisions regarding the most productive use of limited educational resources, to the benefit of both learners and taxpayers. ©
Sentiment recognition of online course reviews is valuable to understand emotions and feelings of learners. Nowadays, an incr
improve teaching strategies. However, the unstructured data contain large amounts of redundant features, which will significan
diverse particle swarms on several cross training subsets. These swarms are utilized to find the best features by the F-Measure
conventional feature selection methods, MSPSO can gain the better performance when selecting the same dimensions. Beside
Completion rates in massive open online courses (MOOCs) are disturbingly low. Existing analysis has focused on patterns of res
increasingly assessed by surveys measuring student engagement. The conceptualisation of engagement used is much richer an
conceptualisation of student engagement. MOOC pedagogy and practice are examined and we evaluate how far HE engageme
developers can make towards improving engagement. © 2016 Inderscience Enterprises Ltd.
Purpose - The purpose of this paper is to explore what options the adult learner has for continued learning and what role unive
inspired by principles of lean management. Design/methodology/approach - Sweden is chosen as an example. The current leve
for the adult learner. These parameters are then converted into a five-level scale for assessing current performance with focus
providers. Findings - Lean management principles in combination with customer focus seem to present relevant parameters fo
bureaucratic and political nature, whereas technology and resources appear to be less of an issue. Practical implications - The r
increase. Originality/value - Using the customer perspective for educational services and applying lean principles to education.
Marketisation, increased student mobility, the massification of Higher Education (HE) and stagnating staff numbers in universiti
the need to examine and to transform pedagogical practices. Despite the growing attention of literature on teaching large class
provides a theoretical exploration of the causes of such classes in HE, reviews the empirical evidence against large class teachin
diversity, which relate to increasing student participation and engagement; increasing curricula access and the language of inst
diversification of assessment; and the merit of Massive Open Online Courses (MOOCS). It calls for new research on global learn
Purpose: The purpose of this paper is to analyse the rapid development of the massive open online courses (MOOCs) and the i
the universities to this challenge. Design/methodology/approach: The paper provides an analysis of the origins, structure and o
potential for growth with high quality products supported by leading universities. However they still need to resolve issues oth
stage, and it is not yet apparent whether their growth trajectories will be as ambitious as anticipated. However they are a defin
idealistic phase that is inspiring, but the question is will it last? Have the MOOCs the resilience to continue to develop as the un
the advanced and developing worlds. Originality/value: This is one of the first studies of the MOOCs to emerge which compare
Dwelling on the issue of MOOC’s quality the paper start presenting some reflection on preliminary questions: we have to evalu
to certificate the acquired MOOC credits? The paper then analyzes the published scientific literature that concerns the most sig
is still uncertain between the need to adopt one of the few quality enhancement frameworks specifically created for MOOC or
rise (about pedagogy, assessment procedure, credits, technology, etc.) certainly will contribute to transform the quality of high
Over the last 5years, massive open online courses (MOOCs) have increasingly provided learning opportunities across the world
learners' MOOC performance. It is known that online learning environments require greater levels of self-regulation, and that h
presented in this article investigated how motivation and participation influence students' performance in a MOOC, more spec
and was influenced by students' participation during the course. Moreover, situational interest played a crucial role in mediatin
from motivational assessments and participation measures gleaned from learning analytics to tailor the design and delivery of
The purpose of this communication is to present a proposal for indicators of educational quality MOOC courses, from the litera
and massive open online reflected in a proposal for a three-dimensional model. Our aim is to contribute to building parameter
This study explored the value of using a guided rubric to enable students participating in a massive open online course in writin
multivariate factorial analysis was used to determine differences in assessments made by students who received guidance on u
differentiate between novice, intermediate, and advanced writing samples than students who received rubric guidance. Rubric
were less likely to be improved by rubric guidance. © 2015 Open and Distance Learning Association of Australia, Inc.
Massive Online Open Courses (MOOC) constitute a virtual training modality which is already present at today's educational sce
or not. In the light of the above, it becomes necessary to gauge what the characteristics of these courses should be so that the
pedagogical one in this case-since the success and consolidation of this e-learning format will depend thereon. The aim sought
[questionnaire for the evaluation of virtual courses] (Arias, 2007). The validity and reliability of the said test was checked using
that take into account the specificities of MOOC, since the latter cannot be exclusively analyzed from the general perspective o
courses; 2) curricular consistency in such courses as well as their degree of adaptation to the user; and 3) quality of their didac
Metodologías
2014
Empírico cualitativo tipo de estudio de caso, evaluación de carácter documental de la plataforma, no tiene variables, pero s
que en este estudio se evaluó la calidad del MOOC
Empírico mixto descriptivo, la hipótesis si un curso s con acompamiento es más efectivo que uno sin acompañamiento, Partic
diferentes modos de MOOC
2015
Empírico cuantittativo instrumental que prueba el instrumento en un MOOC propiamente,
2016
2013
2016
2015
2015
2015
2016
Cuantitativo de tipo de descriptivo, tiene una variable Califdad pedagógica los MOOCS, han utilizado un instrumento se deno
cuestionario (escalas) tipo de escala Likert de la evaluación de la calidad de cursos virtuales (arias 2007), dos expertos miden
El cuestionati es una para curso s virtuales,
2016
2015
2015
2016
Empírico cualitatitvo expofacto prospectivo si bien es cierto estudia otros aspecto se aisla la Pregunta a realación entre el re
y el diseño pedagógico
2016
2015
Empírico cualitativo de tipo descriptivo. Observa basicamente lac caliudad de los contenidos a partir de una encuesta.
2015
2016
Cuantitativo de tipo de experimental de tipo de industrial
2015
cuantitativa de tipo Cuasiexperimental pre post se aplica en dos momentos para ver cambios donde se aplica 20 preguntas de
experienci a o temas similares,
2014
2015
participación como éxito fue cuantittaiva cuasi experimental
2014
2015
2015
Cuantitativo descriptivo para medir lo que vien a ser la variable calidad pedagógica en el diseño mOOCs con el métod o Delp
aplican a 55 expertos pedagofico funcionalidad tecnología tiempo.
2016
2015
2014
2015
2014
Cuantitativo donde se mide la efectividad en un cuasi experimento, de diseño prepost. Student retention, student experience
in attitudes and changes in knowledge
2013
Comprueba el valor de éxito del mooc pre y post

Cuantitativo de tipo descriptivo usando la norma, dos expertos vieron el tema.
2015
2016
2016
2016
2015
Cuantitativo de tipo descriptivo utilizando la herramiento edutool variable es la calidad de los cursos MIIC
2015
2015
Cuantitativo de tipo instrumental que tienes muchas dimensiones para validad el instrumento la calidad dichos MOOC
Estudio de caso de tipo exploratorio.
cuasiexperimental
2015
2014
2016
2016
2015
2014
2013
2016
2016
2015
2015
Cuantitativo instrumental para la vallidadcion de la valoración de la calidad.
Estudio de trabajo empírico
sí
Sí
Sí
sí
sí
sí
sí
sí
sí
Sí
sí
Sí
sí
sí
sí
Sí
sí
sí
sí
¿En qué revistas se publicaron estos estudios?
International Review of Research in Open and Distance Learning
Electronic Journal of e-Learning
Evaluation and Program Planning
International Journal of Learning Technology
Computer Networks
International Journal of Engineering Education
Journal of Universal Computer Science

International Journal of Artificial Intelligence in Education
Journal of Social Archaeology
SISTEMAS & TELEMATICA
Journal of Asynchronous Learning Network
Profesorado
Electronic Journal of e-Learning
INFORMATION TECHNOLOGIES AND LEARNING TOOLS
INTERNATIONAL JOURNAL OF TECHNOLOGIES IN HIGHER EDUCATION
Profesorado
Open Learning
International Journal of Distance Education Technologies
RUSC Universities and Knowledge Society Journal
Educational Technology and Society
COMUNICAR
Computers and Education
JOURNAL OF UNIVERSAL COMPUTER SCIENCE
ART DOCUMENTATION
Open Learning
Psychological Science
EDUCACION XX1
OPEN PRAXIS
INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING
Journal of Asynchronous Learning Network
Turkish Online Journal of Educational Technology
International Journal of Emerging Technologies in Learning
EFSA JOURNAL
International Journal of Technologies in Learning
IEEE Transactions on Learning Technologies
Annales de Pathologie
International Journal of Environmental and Science Education
LEARNING AND TEACHING-THE INTERNATIONAL JOURNAL OF HIGHER EDUCATION IN THE SOCIAL SCIENCES
Computers and Education
Transactions of the Japanese Society for Artificial Intelligence
Frontiers in Public Health,
International Journal of Technology Enhanced Learning
Journal of Veterinary Medical Education
Frontiers in Public Health
INTERNATIONAL JOURNAL OF BEHAVIORAL NUTRITION AND PHYSICAL ACTIVITY
Performance Measurement and Metrics

RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA
RISTI - Revista Iberica de Sistemas e Tecnologias de Informacao
INFORMATION TECHNOLOGIES & INTERNATIONAL DEVELOPMENT
Technology, Knowledge and Learning
JOURNAL OF E-LEARNING AND KNOWLEDGE SOCIETY
Eurasia Journal of Mathematics, Science and Technology Education
Future Internet
AMERICAN EDUCATIONAL RESEARCH JOURNAL
IJERI-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH AND INNOVATION

CAMPUS VIRTUALES
EDUCATIONAL MEDIA INTERNATIONAL
REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO
OPEN PRAXIS
International Journal of Life Cycle Assessment
BMC Medical Education

Neurocomputing
International Journal of Learning Technology
MEASURING BUSINESS EXCELLENCE
Higher Education
Education and Training
Journal of E-Learning and Knowledge Society
JOURNAL OF COMPUTER ASSISTED LEARNING
CAMPUS VIRTUALES
Distance Education
País Año país de filiación primer autor
2014
United Kingdom 2014 United Kingdom
United Kingdom 2016 South Africa
Switzerland 2015 United Kingdom
Canada 2015
Canada 2016 Germany
2013
United States 2015

2016
2016
2015
Spain 2014 United States
2014
2016
2015
Canada 2015 Belgium
Spain 2016 Spain

2016
United Kingdom 2015
Spain 2015 Spain
Germany 2016
Spain 2014 Spain
Germany 2015
2014
United States 2015 United States

Spain 2015
Spain 2016 Spain
United Kingdom 2015
Canada 2014 china
2015
2016
2015
Germany 2014 Austria

2015
2016
United States 2016
Turkey 2016
Spain 2016 México
2015
2016
2015
2016 USA
United Kingdom 2016
2016
2014
Canada 2013 United Kingdom
United Kingdom 2016 United States
2014
Spain 2015 Spain
2014
2013
Turkey 2016 Taiwan
2015
Spain 2015 Spain

Spain 2015 Spain
United Kingdom 2016 Spain
Spain 2016 spain
Spain 2015 Spain
Norway 2015 United Kingdom
2014
South Africa
United Kingdom
United States 2016 Australia

Spain 2015 Spain
¿Cuáles son los proveedores de los MOOCS estudiados?
12 universidades
Universidad de Ciudad del Cabo
The University of Warwick
Fayoum University, Egypt

University of Pennsylvania
The University of Montreal and the University libre de Bruxelles
S/d
S/D
Universidad del País Vasco
The Association of Independent Colleges of Art and Design
S/D
MOOCs related to computers and computer science categories
Anhui Polytechnic University and University of Bridgeport
S/D
S/D
S/D
S/D
University of Edinburgh and Scotland’s Rural College
Stanford School of Medicine

University of California, Berkeley ; Technische Universität München ; University of
Harvard ; Massachusetts Institute of Technology
Indiana University
Taiwanese higher education
University of North Carolina at Chapel Hill
Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado del

Ministerio de Educación, Cultura y Deporte de España
S/d
pertenecientes al campo de las ciencias sociales y se enfocan especialmente en el

emprendimiento y la innovación
Diseñado desde la Universidad de Navarra
The Open University
University of Cape Town

instructional technology course in university in the Southeastern United States
Ciencias Sociales
¿Cuáles son los tipos de plataformas los MOOCS fueron estudiados?
Coursera
Coursera y FutureLearn
S/D
L2P-bMOOC
coursera
S/D
Miríada X
Coursera
Udacity
Unimooc
Openlearning
OpenHPI
UNED COMA
Class2Go
Canvas Network
EdX
S/D
S/D
Lynda.com
OpenLearn platform
Udacity, EdX, MiríadaX y Coursera
S/D
Moodle Learn Moodle

Coursera
OpenCourseWorld
Udacity
edX
Canvas
openHPI
NovoEd
Open2Study
Standford OpenEdX
Waikato University
University of Amsterdam
Coursera
Coursera
S/D
coursera
coursera
Edx
Independiente
S/D
Coursera
S/d
S/D
UniMOOC, Coursera; MiriadaX, UnX.
MiríadaX
OpenLearn platform
S/D
Miríada X, Coursera, Udacity, UniMOOC,
OpenLearning, OpenHPI, UNED COMA, Class2Go, Canvas Network,
EdX
¿Qué tipo de estudios se realizaron?
a case study that analyses and discusses learning experience

across four cases: face-to-face learning, self-guided/radio
learning, online learning and learning from MOOCs.
Mixto
Mixto
gather quantitative and qualitative data from participants’

experience in this course.
we calculate standardized access rates for lectures and
assessments
S/D
cuantitativo no experimental descriptivo, comparativo y

correlacional mediante encuesta
Comparación
Correlacional
Mixto
Mixto
cuantitativo no experimental
researchers carried out a one-year targeted and systematic

tracking, investigation, comparative analysis, consultation,
summary and the real-time assessment
qualitative content analysis, personal observations, document

analysis and experts opinions.
diseño cuasi-experimental método Delph
carried out an in-depth examination of the course environment
of each of the 76 MOOCs
text mining
diseño cuasi-experimental
pre- and post-course surveys McNemar-Bowker tests of

symmetry and within subject t-tests
cualitativo
Correlacional
quality function deployment method of house of quality (QFD-

HOQ) model, multiple criteria decision making (MCDM)
methodology
Predictivo
cualitativo
investigación basada en el diseño
cuantitativo, descriptivo y seccional
estudio de caso de tipo exploratorio, evaluativo, único e

intrínseco
Mixto
Correlacional
Validez de cuestionario a través de análisis factorial
de componentes principales con rotación Varimax
¿Qué variables se analizaron?
Learning Experience = penness, availability, diversity, flexibility and interactivity.
Performance Monitoring Component (Coverage, Participation, Achievement, Quality)

Developmental evaluation approach (Institutional appetite, Stakeholder engagement, Platform partnership, CILT
performance)
Participación en diferentes modos de MOOC
usability and effectiveness

engagement = Access and Completion
S/D
Calidad Pedagógica= Metodología

Organización
Calidad contenidos
Recursos
Motivación
Multimedia
Lenguaje
Valores
Singularidad
S/D
rendimiento académico, motivación del alumnado y el diseño pedagógico del curso
Contenido
learner motivation in an open, unsupported environment, learners’ challenges and successes

(recognition of training, learning methodology and levels of accessibility
For Students: students have experienced MOOCs - their attitude and ideas towards the program - are MOOCs
categories which students are likely to choose in the future and the number of these MOOCs and studying - current
status assessment by the students themselves, the problems which they encountered in studying, cause analysis
and results predict weeks. For Teachers: their understanding of MOOCs; inquired into what effect and influence
could have on their regular teaching as well as their attitudes and views to MOOC intervention mechanism; them
to anticipate on and speculate the possible effectiveness of students’ utilizing of MOOCs
System
Interaction
Contents
factores pedagógicos, funcionales, tecnológicos y de tiempo
Instructional design= 1) Course Details (7 items); 2) Objectives and Organisation (6 items); and 3) First Principles (24
items).
student retention, student experience, changes in attitudes and changes in knowledge
Logro de objetivos
Reconocimiento de la formación para la empleabilidad; Metodología de aprendizaje; Niveles de accesibilidad
First Principles of Instruction

Teaching and learning quality: quality and satisfaction; task engagement; task success; authentic problems;
activation; demonstration; application; and integration.
student mastery: Student Learning Achievement (criterion-referenced Certification Tests)
interacting
the independences and relationships between the students’ online-learning interests (WHATs) and the
technological online-education measures (HOWs).
student retention (Completion)

and achievement (exam scores) Student input characteristics.Relevance. Prior experience with MOOCs. Self-
reported commitment. Motivation. Use of single-item measures.
reconocimiento de la formación, metodología de aprendizaje y niveles de accesibilidad

resultados de aprendizaje y en los alumnos; Diseño instruccional;
Methodology, Content organization, Teaching guide, Content quality, Teaching resources, Motivation, Technical
quality, Chronological aspects, Language, Interaction, Users’ individualization and uniqueness, Values,
Dissemination and promotion and Price (Table 3). Furthermore, the assessment of the platform includes visual and
structural design, base language, compatibility and communication esources
(contenidos, enfoque pedagógico, tutorial-evaluación, adecuación/adaptación a los usuarios, capacidad de

motivación y recursos), factores funcionales (facilidad de uso, autonomía-control del usuario y funcionalidad de la
documentación), factores tecnológicos (interacción/diálogo, navegación, entorno visual, diseño tecnológico y
versatilidad) y factores temporales (presentación de exámenes, realización de actividades, realización de ejercicios,
estudio de temas, calendario/agenda y participación en los foros de discusión)
Motivación= reconocimiento de apredizaje informal y logro = completion

Motivation (1) eight questions measuring enjoyment, (2) seven questions measuring perceived value, (3) eight
questions measuring feelings of autonomy, (4) six questions measuring feelings of competence and (5) eight
questions measuring feelings of relatedness to student peers in the online discussions ; and participation
Calidad Pedagógica= Guía didactica, Metodología
Organización de contenidos
Calidad contenidos
Recursos didácticos
Capacidad Motivación
Recusos Multimedia
Estilo de Lenguaje
Discriminación
¿Cómo se realizó la medición? (instrumento)
S/D
Datos de la plataforma, Encuesta y entrevista
Survey and data mining
Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation and

effectiveness questionnaire reflecting the different MOOC stakeholder perspectives
Data minning
S/D
Cuestionario de evaluación de la calidad de cursos virtuales (Arias, 2007)

ADECUR vs Normas UNE 66181:2012
Instructional Materials Motivation Survey; survey 4 question likert;
survey
survey
instrumento EduTool®
Questionnaire
Grid
cuestionario MOOC-I-Indicadores de Calidad
based on two published instruments: Course Scan (Margaryan & Collis, 2005) and The Expanded
Pebble-in-the-Pond Instructional Design Checklist (Merrill, 2013)
pre/post surveys and the data provided via Coursera
survey
EduTool®
modified version of the Teaching and Learning Quality Scales (TALQ) = MOO-TALQ; Analysis of
Patterns in Time (APT)
quality function deployment method of house of quality (QFD-HOQ) model, multiple criteria
decision making (MCDM) methodology
Pre-Course Survey
EduTool®,
S/d
Encuesta
cuestionarios
survey y data mining

Intrinsic Motivation Inventory (IMI)
survey
Observación
Calidad se midió con encuesta, y el éxito con el logro del certificado.
bmooc
Comparación entre dos normas
Propone como siguiente estudio uno de costo-efectividad
exclusión
estudiootra cosa
Excluido porque estudia la evaluación en el MOOC
Excluido porque es la experiencia del desarrollo de un MOOC pero no mide la calidad

estudiootra cosa
estudiootra cosa
no es una medición
Excluido porque no queda claro la forma de medición y no encuentro el artículo

Estudio de caso de un desarrollo no una medición
No se trata de un Mooc sino de un recurso de aprendizaje
No es una medición de efectividad es un estudio sobre fraude académico
No mide la efectividad directamente sino la emoción del estudiante durante el desarrollo del curso
No es una medición de efectividad, mide el desaliento de los estudiantes antes una evalución por pares
evaluación en los MOOC
No es una medición
No es una medición
No es una medición es un caso de desarrollo de MOOC de calidad
Es una experiencia sino una medición
Mide un objeto de aprendizaje no un Mooc
estudia un aspecto del mooc
No mide efectividad, mide la evalución en el mOOC
No es una medición
No es una medición de calidad, sino una exploración de oportunidades de mejoraa través de minería de blogs
Mo estudia u MOOC sino un objeto de aprendizaje
estudia un aspecto del mooc
No es una medición es una experiencia del desarrollo de 9 MOOC

No es un medición
No es un medición
No es una medición
es una revisión de literatura
Es una revisión de la literatura
No mide es un estudio de caso de un MOOC
Estudio de costos
No mide la efectivida, mide la emoción y sentimientos en el aprendizaje
Es una propuesta para medir la retención y compromiso pero no es empírica
No mide la efectividad de un MOOC sino el sistema de MOOC desde la perspectiva de un modelo de sustentabilidad LEAN
Es una revisión teórica
No mide calidad ni éxito
Es una revisión de la literatura
Excluido porque es una revisión de la literatura

exclusión normalizada
Excluido porque evalua un aspecto

del MOOC como objeto de
aprendizaje o integridad
académica

académica
Excluido porque estudia la

evaluación en el MOOC
Excluido porque no es una

medición

académica

académica


académica

medición




medición

académica

académica

académica

académica

académica
académica


académica

medición


académica

medición
medición

medición

académica

académica


medición
académica

académica

académica

académica


medición
No es una medición
medición

medición

académica

medición

académica

académica

académica
medición

medición

medición

medición

medición

medición
Mide la emoción del estudiante
durante el curso

medición

medición

medición

medición

medición

académica

medición

Count - Search BD
Search Scopus y WOS WOS (emptyTotal Result
4 14 17 37
5 13 7 39
4y5 4 1 5
(empty)
Total Result 31 25 81
APA
Chapman, S. A., Goodman, S., Jawitz, J., & Deacon, A. (2016). A strategy for monitoring and evaluating massive open online cou
Vila, R. R., Mengual-Andrés, S., & Guerrero, C. S. (2014). Assessment the pedagogical quality of the MOOC. Profesorado, 18(1),
Sinclair, J., Boyatt, R., Foss, J., & Rocks, C. (2016). A study of user participation across different delivery modes of a massive ope
Yousef, A. M. F., Chatti, M. A., Schroeder, U., & Wosnitza, M. (2015). A usability evaluation of a blended MOOC environment: An
Castano, C., Maiz, I., & Garay, U. (2015). Design, Motivation and Performance in a Cooperative MOOC Course. Comunicar, (44),
Loftis, E., & Wormser, J. M. (2016). Developing Online Information Literacy Instruction for the Undergraduate Art Student: A Co
Ramírez-Fernández, M. B., & Silvera, J. L. S. (2015). Edutool®: A tool for evaluating and accrediting the quality of moocs. Educac
Tiejun, Z. (2016). Empirical research on the effectiveness of MOOCs in developing design students on sino-foreign cooperation
Alemán, D. la G., Sancho-Vinuesa, T., & Gómez, Z. (2015). Indicators of pedagogical quality for the design of a massive open on
MacKay, J. R. D., Langford, F., & Waran, N. (2016). Massive open online courses as a tool for global animal welfare education. Jo
Adam, M., Young-Wolff, K. C., Konar, E., & Winkleby, M. (2015). Massive open online nutrition and cooking course for improved
Baldomero Ramirez-Fernandez, M. (2015). MOOC appraisal: A quality perspective. Ried-Revista Iberoamericana De Educacion a
Baldomero Ramirez-Fernandez, M. (2015). Proposal quality certification of educational Spanish MOOC courses offer conducted
Yepes-Baldó, M., Romeo, M., Martín, C., García, M. Á., Monzó, G., & Besolí, A. (2016). Quality indicators: developing “MOOCs”
Hernández, P. G., López, C. M., & Heredero, E. S. (2016). Quality of a MOOC inclusion on education: implementation of various
Masanet, E., Chang, Y., Yao, Y., Briam, R., & Huang, R. (2014). Reflections on a massive open online life cycle assessment c
Mengual-Andres, S., Lloret Catala, C., & Roig Vila, R. (2015). Validation of the Questionnaire of Quality Assessment of Online Co
Authors
Chapman S.A., Goodman S., Jawitz J., Deacon A.
Vila R.R., Mengual-Andrés S., Guerrero C.S.
Sinclair, J; Boyatt, R; Foss, J; Rocks, C
Yousef A.M.F., Chatti M.A., Schroeder U., Wosnitza M.
Castano, C; Maiz, I; Garay, U
Loftis, E; Wormser, JM
Ramirez-Fernandez, MB; Silvera, JLS
Zhu, TJ
de la Garza, LYA; Sancho-Vinuesa, T; Zermeno, MGG
MacKay J.R.D., Langford F., Waran N.
Adam, M; Young-Wolff, KC; Konar, E; Winkleby, M
Ramirez-Fernandez, MB
Ramirez-Fernandez, MB
Yepes-Baldo, M; Romeo, M; Martin, C; Garcia, MA; Monzo, G; Besoli, A
Gomez Hernandez, Patricia; Monge Lopez, Carlos; Sebastian Heredero, Eladio
Masanet E., Chang Y., Yao Y., Briam R., Huang R.
Mengual-Andres, S; Lloret Catala, C; Vila, RR
Title
A strategy for monitoring and evaluating massive open online courses
Assessment the pedagogical quality of the MOOC [Evaluación de la calidad ped
A study of user participation across different delivery modes of a massive open
A usability evaluation of a blended MOOC environment: An experimental case s
Design, Motivation and Performance in a Cooperative MOOC Course
Developing Online Information Literacy Instruction for the Undergraduate Art St
Edutool®: A tool for evaluating and accrediting the quality of moocs
Empirical Research on the Effectiveness of MOOCs in Developing Design Student
Indicators of pedagogical quality for the design of a Massive Open Online Course
Massive open online courses as a tool for global animal welfare education
Massive open online nutrition and cooking course for improved eating behavio
MOOC appraisal: A quality perspective
Proposal quality certification of educational Spanish MOOC courses offer conduc
Quality indicators: developing "MOOCs" in the European Higher Education Area
QUALITY OF A MOOC INCLUSION ON EDUCATION: IMPLEMENTATION OF VARIO
Reflections on a massive open online life cycle assessment course
Validation of the Questionnaire of Quality Assessment of Online Courses adap
Abs
We argue that the complex, innovative and adaptive nature of Massive Open Online Course (MOO
MOOC have burst into the sphere of education in an accelerated way. Firstly, the main US unive
Massive open online courses (MOOCs) are offered by many universities, with hundreds of thousa
In the past few years, there has been an increasing interest in Massive Open Online Courses
MOOCs are seen as the latest evolution in online learning and, since their launch in 2008, th
Perceiving a lack of integrated information literacy curriculum at our colleges, the library d
This research analyzes the regulatory quality of MOOCs (Massive Open Online Courses) through
Nowadays, the implementation of Sino-foreign cooperative education program has become an ess
Massive Open Online Courses (MOOCs) have generated high expectations and revolutionized some e
Animal Behaviour and Welfare was a Massive Open Online Course (MOOC) hosted on Coursera as a
Background: Behavioral shifts in eating, favoring the increased consumption of highly process
The research analyzes the normative quality of five MOOC courses of the EDX platform through
This article discusses the possible application of quality standards MOOC (Massive Open Online
The objective of this research is to design an integrated system of evaluation of the quality
In the XXI century, the need of training in, for and with Information and Communication Techn
Online courses, and MOOCs in particular, may present an opportunity for the LCA community to efficiently recruit and train its
Massive Online Open Courses (MOOC) constitute a virtual training modality which is already pre
Método general Metodologías normalizadas
Cuali cualitativo de tipo estudio de caso
Cuanti Cuantitativo de tipo descriptivo
Mixto Mixto descriptivo
Cuali cualitatitvo de tipo expofacto prospectivo
Cuali cualitativo de tipo descriptivo
Cuanti Cuantitativo de tipo Instrumental
Cuanti cuantitativa de tipo Cuasiexperimental pre post
Cuanti Cuantitativo de tipo instrumental
Cuali Estudio de caso de tipo exploratorio.
cuanti Cuantitativo de tipo instrumental
Metodologías
Empírico cualitativo tipo de estudio de caso, evaluación de carácter documental de la platafo
Cuantitativo de tipo de descriptivo, tiene una variable Califdad pedagógica los MOOCS, han utiliz
Empírico mixto descriptivo, la hipótesis si un curso s con acompamiento es más efectivo que
Empírico cuantittativo instrumental que prueba el instrumento en un MOOC propiamente,
Empírico cualitatitvo expofacto prospectivo si bien es cierto estudia otros aspecto se aisla la
Empírico cualitativo de tipo descriptivo. Observa basicamente lac caliudad de los contenidos a pa
Cuantitativo de tipo de experimental de tipo de industrial
cuantitativa de tipo Cuasiexperimental pre post se aplica en dos momentos para ver cambios donde
Cuantitativo descriptivo para medir lo que vien a ser la variable calidad pedagógica en el dise
Cuantitativo donde se mide la efectividad en un cuasi experimento, de diseño prepost. Studen
Comprueba el valor de éxito del mooc pre y post
Cuantitativo de tipo descriptivo usando la norma, dos expertos vieron el tema.
Cuantitativo de tipo descriptivo utilizando la herramiento edutool variable es la calidad de los
Cuantitativo de tipo instrumental que tienes muchas dimensiones para validad el instrumento
Estudio de caso de tipo exploratorio.
Cuantitativa cuasi experimental prepost
Cuantitativo instrumental para la vallidadcion de la valoración de la calidad.
Estudio de trabajo empírico ¿En qué revistas se publicaron estos estudios?
sí Evaluation and Program Planning
sí Profesorado
Sí International Journal of Learning Technology
Sí International Review of Research in Open and Distance Learning
sí COMUNICAR
sí ART DOCUMENTATION
sí Educacion XX1
sí International Journal of Emerging Technologies in Learning
Sí RUSC Universities and Knowledge Society Journal
Sí Journal of Veterinary Medical Education
sí INTERNATIONAL JOURNAL OF BEHAVIORAL NUTRITION AND PHYSIC
sí RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA
sí IJERI-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH AND
Sí Educational Media International
sí REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO
sí International Journal of Life Cycle Assessment
sí RIED-REVISTA IBEROAMERICANA DE EDUCACION A DISTANCIA
País Año país de filiación primer autor
United Kingd 2016 South Africa
Spain 2014 Spain
Switzerland 2016 United Kingdom
Canada 2015 Germany
Spain 2015 Spain
Spain 2015 Spain
Germany 2016 china
Spain 2015 México
United States 2016 United Kingdom
United Kingd 2015 United States
Spain 2015 Spain
Spain 2015 Spain
United Kingd 2016 Spain
Brazil 2016 spain
Germany 2014 United States
Spain 2015 Spain
¿Cuáles son los proveedores de los MOOCS estudiados?
Universidad de Ciudad del Cabo
S/d
The University of Warwick
Fayoum University, Egypt
Universidad del País Vasco
The Association of Independent Colleges of Art and Design
S/d
Anhui Polytechnic University and University of Bridgeport
S/D
University of Edinburgh and Scotland’s Rural College
Stanford School of Medicine
University of California, Berkeley ; Technische Universität München ; University of Harvard ; Massachusetts Institute of Technol
Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado del Ministerio de Educación, Cultura y Deporte de
pertenecientes al campo de las ciencias sociales y se enfocan especialmente en el emprendimiento y la innovación
Diseñado desde la Universidad de Navarra
S/D
Ciencias Sociales
Coursera
Udacity
Unimooc
Openlearning
OpenHPI
UNED
¿CuálesCOMA
son los tipos de plataformas los MOOCS fueron estudiados?
Class2Go
Coursera
Canvas y FutureLearn
Network
EdX
S/D
L2P-bMOOC
S/D
Lynda.com
Udacity, EdX, MiríadaX y Coursera
S/D
Coursera
coursera
coursera
Edx
S/d
UniMOOC, Coursera; MiriadaX, UnX.
MiríadaX
Coursera
OpenLearning, OpenHPI, UNED COMA, Class2Go, Canvas Network,
EdX
Calidad Pedagógica= Metodología
Organización
Calidad contenidos
Recursos
Motivación
Multimedia
¿Qué variables se analizaron?
Performance
Lenguaje Monitoring Component (Coverage, Participation, Achievement, Quality)
Developmental evaluation approach (Institutional appetite, Stakeholder engagement, Platform partnership, CILT performance)
Valores
Singularidad
Participación en diferentes modos de MOOC
usability and effectiveness
rendimiento académico, motivación del alumnado y el diseño pedagógico del curso
Contenido
(recognition of training, learning methodology and levels of accessibility
For Students: students have experienced MOOCs - their attitude and ideas towards the program - are MOOCs ca
factores pedagógicos, funcionales, tecnológicos y de tiempo
student retention, student experience, changes in attitudes and changes in knowledge
Logro de objetivos
Reconocimiento de la formación para la empleabilidad; Metodología de aprendizaje; Niveles de accesibilidad
reconocimiento de la formación, metodología de aprendizaje y niveles de accesibilidad
Methodology, Content organization, Teaching guide, Content quality, Teaching resources, Motivation, Technical
(contenidos, enfoque pedagógico, tutorial-evaluación, adecuación/adaptación a los usuarios, capacidad de motiva
Retention and performance
Estilo de Lenguaje
Discriminación
¿Cómo se realizó la medición? (instrumento)
Datos de la plataforma, Encuesta y entrevista
Cuestionario de evaluación de la calidad de cursos virtuales (Arias, 2007)
Survey and data mining
Conole’s 12 dimensions rubrics, ISONORM 9241/110-S as a general usability evaluation and effectiveness questionnaire reflecti
Instructional Materials Motivation Survey; survey 4 question likert;
survey
instrumento EduTool®
Questionnaire
cuestionario MOOC-I-Indicadores de Calidad
pre/post surveys and the data provided via Coursera
survey
EduTool®
EduTool®,
Encuesta
cuestionarios
encuesta pre y post
survey
ectiveness questionnaire reflecting the different MOOC stakeholder perspectives
Metodologías normalizadas Count - Metodologías
cualitatitvo de tipo expofacto prospectivo 1
cualitativo de tipo descriptivo 1
cualitativo de tipo estudio de caso 1
cuantitativa de tipo Cuasiexperimental pre post 4
Cuantitativo de tipo descriptivo 5
Cuantitativo de tipo Instrumental 3
Mixto descriptivo 1
(empty)
Total Result 17
cuantitativa de tipo Cuasiexperimental pre post 4

Cuantitativo de tipo descriptivo 4
Cuantitativo de tipo Instrumental 3
Cuantitativo de tipo de experimental 1
Estudio de caso de tipo exploratorio. 1
Mixto descriptivo 1
12.00%
8.00%
40.00%
2015
2016
2014
2017
40.00%
Pais Porcentaje
Spain 41% 9 9 36%
United Kingdom 18% 4 6 24%
Germany 12% 3 4 16%
United States 12% 3 3 12%
Canada 6% 1 1 4%
Switzerland 6% 1 1 4%
Brazil 6% 1 1 4%
100% 25 100%
Año de publicacion Cuenta de Metodologías

cualitatitvo de tipo expofacto 5.9% 29.40%
cualitativo de tipo descriptivo 5.9% 23.50%
cualitativo de tipo estudio de c 5.9% 17.60%
cuantitativa de tipo Cuasiexperi 23.5% 5.90%
Cuantitativo de tipo descriptivo 29.4% 5.90%
Cuantitativo de tipo Instrument 17.6% 5.90%
Estudio de caso de tipo explora 5.9% 5.90%
Mixto descriptivo 5.9% 5.90%
Total, general País

7 32% España
Estados
1
5% Unidos
3 14% Reino Unido
4 18% Alemania
1 5% Brasil
5 23% Canadá
1 5% Suiza
22
Año Artículos
45% 9.9 2015 10
45% 9.9 2016 10
10% 2.2 2014 2
2017 3
63% 22
60% 25
País
España 28%
Estados Unidos 24%
Reino Unido 11%
China 8%
Alemania 4%
Austria 4%
India 4%
México 4%
Suráfrica 4%
Paise bajos 4%
Uni vers i dad No menci ona gobi erno As oci aci ón pri vada
4.00%
8.00%
52.00%
36.00%
Universidad 55.00%
No menciona 32.00%
gobierno 9.00%
Asociación privada 4.00%
Plataforma Porcentaje
Coursera 30%
EdX 10%
No se reporta 16%
Propia de la universidad 10%
Miríada X 7%
Canvas Network 8%
L2P-bMOOC 3%
Lynda.com 3%
FutureLearn 3%
UNX 3%
Udacity 3%
5055
Porcentaje
28% 32% 7 28%
24%
27% 6 24%
20% 14% 5 20%
16% 14% 4 16%
4% 5% 1 4%
4% 5% 1 4%
4% 5% 1 4%
100% 25
27% 6 8 32%
36% 8 9 36%
37% 8 8 32%
14
15
6 25%
6 24%
2 9%
2 8%
1 3%
1 3%
1 3%
1 3%
1 3%
1 4%
7 (28%) 7 0.28
1 (4%) 1 0.04
3 (12%) 3 0.12
6 (24%) 6 0.24
1 (4%) 1 0.04
5 (20%) 5 0.2
1 (4%) 1 0.04
1 (4%) 1 0.04
25 (100%) 0
12 13 52%
7 9 36%
2 2 8%
1 1 4%
Porcentaje
35% 8 30%
12% 3 10%
12% 4 16%
12% 3 10%
8% 2 7%
4% 2 8%
4% 1 3%
4% 1 3%
4% 1 3%
4% 1 3%
4% 1 3%
sistema / tecnológicos Pedagógicos/contenido/ diseñ
Sistema, Interacción y Contenido. 1 1
Factores Pedagógicos, Funcionales,
Tecnológicos, Tiempo. 1 1
Metodología, Calidad de la plataforma. 1 1
Metodología, Organización, Calidad
contenidos, Recursos, Motivación,
Multimedia, Lenguaje, Valores, Singularidad
0 1
Reconocimiento de la formación para la
empleabilidad, Metodología de aprendizaje,
Niveles de accesibilidad. 0 1
Contenido del curso apropiado para los
objetivos de este. 0 1
Interfaz web; Materiales de instrucción;
Soporte académico en línea; Soporte técnico en
línea; Alineación de evaluaciones con los
objetivos del curso 1 1
Calidad y satisfacción; compromiso de tareas;
éxito de la tarea; problemas auténticos;
activación; demostración; solicitud; e
integración. 0 1
4 8
Funcionales de la plataformaFuncionales de docentes desarrollo delEfecto
1 1 0
1 0 1 0
1 0 0 0
1 0 1 0
1 0 0 1
0 0 0 0
0 0 1 1
0 0 1 0
5 1 4 2
Número de
Búsqueda búsqueda Estrategía de Búsqueda
Scopus
( ( TITLE-ABS-KEY ( mooc* ) OR TITLE-ABS-

KEY ( massive AND open AND online
AND course ) ) AND ( TITLE-ABS-
KEY ( measure ) OR TITLE-ABS-
Medición de KEY ( assessment ) OR TITLE-ABS-
Mooc en 4 KEY ( evaluation ) OR TITLE-ABS-
calidad KEY ( appraisal ) ) AND TITLE-ABS-
KEY ( quality ) ) AND PUBYEAR > 2011 AND
PUBYEAR < 2017 AND ( LIMIT-
TO ( DOCTYPE , "ar " ) )
( TITLE-ABS-KEY ( mooc ) OR TITLE-ABS-KEY

( massive AND open AND online AND course
) AND TITLE-ABS-KEY ( measure ) OR TITLE-
ABS-KEY ( assessment ) OR TITLE-ABS-KEY
Medición de ( evaluation ) OR TITLE-ABS-KEY ( appraisal )
Mooc en 5 AND TITLE-ABS-KEY ( effectiveness ) OR
efectividad TITLE-ABS-KEY ( achievement ) OR TITLE-ABS-
KEY ( success ) ) AND PUBYEAR > 2011 AND
PUBYEAR < 2017 AND ( LIMIT-TO
( DOCTYPE , "ar" ) )
Medición de
calidad y 4Y 5
efectividad
Total de artículos
analizados
14
Número de arículos
Estrategía de Búsqueda
WOS scopus
( ( TS=( mooc* ) OR TS=( massive AND open

AND online AND course ) ) AND
( TS=( measure ) OR TS=( assessment ) OR
TS=( evaluation ) OR TS=( appraisal ) ) AND
TS=( quality ) ) OR ( ( TI=( mooc* ) OR
TI=( massive AND open AND online AND 20
course ) ) AND ( TI=( measure ) OR
TI=( assessment ) OR TI=( evaluation ) OR
TI=( appraisal ) ) AND TI=( quality ) )
Período de tiempo: Todos los años. Índices:
SCI-EXPANDED, SSCI, A&HCI, ESCI.
( ( TS=( mooc* ) OR TS=( massive AND open

AND online AND course ) ) AND
( TS=( measure ) OR TS=( assessment ) OR
TS=( evaluation ) OR TS=( appraisal ) ) AND
(TS=( effectiveness) OR TS=(achievement))
OR ( ( TI=( mooc* ) OR TI=( massive AND
open AND online AND course ) ) AND
( TI=( measure ) OR TI=( assessment ) OR 32
TI=( evaluation ) OR TI=( appraisal ) ) AND
(TI=( effectiveness ) OR TS=(achievement)
AND (TI=( success ) OR TS=(success))))
Refinado por: Años de publicación: ( 2015 OR
2016 OR 2014 ) AND Tipos de documento:
( ARTICLE )
Período de tiempo: 2001-2017. Índices: SCI-
EXPANDED, SSCI, A&HCI.
Medición de
Medición de Calidad efecttividad
10 2
Número de arículos Quitando cincidentes
Scopus y
Wos Solo scopus Solo Wos Total
WOS
31 6 17 14 37
20 19 7 13 39
5 0 1 4 5
Medición de calidad y exluidos

efectividad
2 50
Número final de artículos
Exluidos analizados
Total Total
27 10
34 5
2 3
18
Tabla 1
Todas las publicaciones sobre MOOCs, calidad, efectividad y medición en Scop
Búsqueda 2009 2010 2011 2012 2013 2014
Massive
Open Online 2 0 9 12 169 362
Course*
(Massive
Open Online
Course*)
AND (quality
OR 1 0 1 2 39 101
effectiveness
OR
achievement
OR success)
(Massive
Open Online
Course*)
AND
(measure or 0 0 2 2 32 84
assessment
OR
evaluation
OR appraisal)
Fuente: Construido con data de Scopus
Artículos
Número de Estrategia de encontrados Artículos Artículos
Búsqueda
Búsqueda Búsqueda entre WOS y Excluidos Analizados
Scopus
(MOOC* OR
Massive open
online
courses)
AND
Medición de
(measure OR
calidad en 4 54 42 12
assessment O
MOOC
R
evaluation O
R appraisal)
AND
(quality))
(MOOC* OR
Massive open
online
courses)
AND
(measure OR
Medición de assessment O
efectividad en 5 R 52 44 8
MOOC evaluation O
R appraisal)
AND
effectiveness
OR
achievement
OR success)
Medición de
Coincidieron
calidad y
4y5 en ambas 9 4 5
efectividad en
búsquedas
MOOC
115 90 25
Total, de artículos
efectividad y medición en Scopus (2009-2017)
2015 2016 2017 Total Porcentaje
485 506 476 2021 100%
134 138 151 567 28%
117 126 123 486 24%

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Sumatoria Keyword Search BD Quartil Accesibilidad

12 S/d 5 Scopus y WOS 3 abierto

25 S/d 4 WOS S/Q cerrado

Nkuyubwatsi, B. (2014). A cross-modal analysis of learning

Yousef, A. M. F., Chatti, M. A., Schroeder, U., & Wosnitza, M.

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Vila, R. R., Mengual-Andrés, S., & Guerrero, C. S. (2014). Vila R.R.,

Chiou Y., Shih T.K.

Castano, C., Maiz, I., & Garay, U. (2015). Design, Motivation

Loftis, E., & Wormser, J. M. (2016). Developing Online

Law, P. (2015). Digital badging at The Open University:

Ramírez-Fernández, M. B., & Silvera, J. L. S. (2015). Edutool®: A Ramirez-

Tiejun, Z. (2016). Empirical research on the effectiveness of

Coelho J., Teixeira

Alemán, D. la G., Sancho-Vinuesa, T., & Gómez, Z. (2015).

Chen, Y. (2014). Investigating MOOCs through blog mining.

Wang Y., Kawai Y.,

Adam, M., Young-Wolff, K. C., Konar, E., & Winkleby, M. (2015).

Poy R., Gonzales-

Castillo, NM; Lee,

Atiaja, L. N. A., & Proenza, R. S. G. (2016). The MOOCs: origin,

Hsieh, M.-Y. (2016). Online learning era: Exploring the most

Baldomero Ramirez-Fernandez, M. (2015). Proposal quality

Zapata-Ros, M. (2015). Quality in Open Online higher

Aguaded, I., & Medina-Salguero, R. (2015). Quality criteria for Aguaded,

Law, P. (2015). Recognising informal elearning with digital

Chapman, S. A., Goodman, S., Jawitz, J., & Deacon, A. (2016).

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Maringe F., Sing

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A comparison of learner intent and behaviour in live and archived MOOCs 1

A cross-modal analysis of learning experience from a learner's perspective 1

A strategy for monitoring and evaluating massive open online courses 1

A usability evaluation of a blended MOOC environment: An experimental case study 1

Archaeology and the MOOC: Massive, open, online, and opportunistic 1

Architectural approach for automatic follow up of learning activities in massive open 1

Are there metrics for MOOCS from social media? 1

Assessment in massive open online courses 1

ASSESSMENT OF PUPILS' IT-COMPETENCE IN GREAT BRITAIN SCHOOLS 1

Assessment of the emergence of MOOC in two francophone universities 1

Assessment the pedagogical quality of the MOOC [Evaluación de la calidad pedagógica 1

Comparing the effectiveness of self-learning java workshops with traditional classrooms 1

Design, Motivation and Performance in a Cooperative MOOC Course 1

Detecting and preventing "multiple-account" cheating in massive open online courses 1

Detection and Evaluation of Emotions in Massive Open Online Courses 1

Digital badging at The Open University: recognition for informal learning 1

Empirical Research on the Effectiveness of MOOCs in Developing Design Students on 1

Enrollment, engagement, and satisfaction in the blendkit faculty development open,

E-teaching strategies: Massive versus customized methodologies 1

Evaluation grid for xMOOCs 1

'Fit for Purpose': A cohort-centric approach to MOOC design [«Adecuación al propósito»:

Implementation and Evaluation of Digital E-Lecture Annotation in Learning Groups to 1

Innovations in medical undergraduate pathology education: The Paris Descartes

Innovative approaches to increasing the student assessment procedures effectiveness 1

Investigating MOOCs through blog mining 1

Job maintenance through supported employment PLUS: A randomized controlled trial 1

Massive open online courses in public health 1

Measuring the success of scaleable open online courses 1

MOOCs for Development: Trends, Challenges, and Opportunities 1

MOOCs: ORIGIN, CHARACTERIZATION, PRINCIPAL PROBLEMS AND CHALLENGES IN 1

Output from statistical predictive models as input to elearning dashboards 1

Predictors of Retention and Achievement in a Massive Open Online Course 1

Proposal quality certification of educational Spanish MOOC courses offer conducted by 1

Quality in Open Online higher Education: from Virtual Classrooms to MOOCs 1