Publication:
A study of learning-by-doing in MOOCs through the integration of third-party external tools: comparison of synchronous and asynchronous running modes

dc.affiliation.dptoUC3M. Departamento de Ingeniería Telemáticaes
dc.affiliation.grupoinvUC3M. Grupo de Investigación: Aplicaciones y Servicios Telemáticos (GAST)es
dc.contributor.authorAlario-Hoyos, Carlos
dc.contributor.authorEstévez Ayres, Iria Manuela
dc.contributor.authorGallego Romero, Jesus Manuel
dc.contributor.authorDelgado Kloos, Carlos
dc.contributor.authorFernández Panadero, María Carmen
dc.contributor.authorCrespo García, Raquel
dc.contributor.authorAlmenares Mendoza, Florina
dc.contributor.authorIbáñez Espiga, María Blanca
dc.contributor.authorVillena Román, Julio
dc.contributor.authorRuiz Magaña, Jorge
dc.contributor.authorBlasco Alís, Jorge
dc.contributor.funderComunidad de Madrides
dc.contributor.funderEuropean Commissionen
dc.contributor.funderMinisterio de Economía y Competitividad (España)es
dc.date.accessioned2020-03-10T09:25:11Z
dc.date.available2020-03-10T09:25:11Z
dc.date.issued2018-08-24
dc.description.abstractMany MOOCs are being designed replicating traditional passive teaching approaches but using video lectures as the means of transmitting information. However, it is well known that learning-by-doing increases retention rates and, thus, allows achieving a more effective learning. To this end, it is worth exploring which tools fit best in the context of each MOOC to enrich learners' experience, including built-in tools already available in the MOOC platform, and third-party external tools which can be integrated in the MOOC platform. This paper presents an example of the integration of a software development tool, called Codeboard, in three MOOCs which serve as an introduction to programming with Java. We analyze the effect this tool has on learners' interaction and engagement when running the MOOCs in synchronous (instructor-paced) or asynchronous (self-paced) modes. Results show that the overall use of the tool is similar, regardless of the course running mode, although in the case of the synchronous mode the use of the tool is concentrated in a shorter period of time. Results also show that in the synchronous mode there is a higher percentage of accesses to the tool from registered learners (who can save their advances and continue the work later); this finding suggests that learners in the synchronous running mode are more engaged with the MOOC.en
dc.description.sponsorshipThe authors acknowledge the eMadrid Network, which is funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2013/ICE-2715. This work also received partial support from the Spanish Ministry of Economy, Industry and Competitiveness, Project RESET (TIN2014-53199-C3-1-R), Project SYMBHYO-TIC (PTQ-15-07505), Project SIMLAP (RTC-2014-2811-1), Project SMARTLET (TIN2017-85179-C3-1-R), and from the European Commission through Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1-ESEPPKA2-CBHE-JP), SHEILA (562080-EPP-1-2015-1-BEEPPKA3-PI-FORWARD), COMPASS (2015-1-EL01-KA203-014033), and COMPETEN-SEA (574212-EPP-1-2016-1-NLEPPKA2-CBHE-JP).en
dc.format.extent19
dc.identifier.bibliographicCitationAlario-Hoyos, C., Estévez-Ayres, I., Gallego-Romero, J.M., Delgado Kloos, C., Fernández-Panadero, C., Crespo-García, R.M., Almenares, F., ... Blasco, J. (2018). A Study of Learning-by-Doing in MOOCs through the Integration of Third-Party External Tools: Comparison of Synchronous and Asynchronous Running Modes. Journal of Universal Computer Science, 24(8), (2018), pp. 1015-1033.en
dc.identifier.doihttps://doi.org/10.3217/jucs-024-08-1015
dc.identifier.issn0948-695X
dc.identifier.publicationfirstpage1015
dc.identifier.publicationissue8
dc.identifier.publicationlastpage1033
dc.identifier.publicationtitleJournal of Universal Computer Scienceen
dc.identifier.publicationvolume24
dc.identifier.urihttps://hdl.handle.net/10016/29864
dc.identifier.uxxiAR/0000023879
dc.language.isoengen
dc.publisherJournal of Universal Computer Scienceen
dc.relation.projectIDComunidad de Madrid. S2013/ICE-2715es
dc.relation.projectIDGobierno de España. TIN2014-53199-C3-1-Res
dc.relation.projectIDGobierno de España. PTQ-15-07505es
dc.relation.projectIDGobierno de España. RTC-2014-2811-1es
dc.relation.projectIDGobierno de España. TIN2017-85179-C3-1-Res
dc.relation.projectIDinfo:eu-repo/grantAgreement/EC/FP7/7561533en
dc.relation.projectIDinfo:eu-repo/grantAgreement/EC/FP7/562080en
dc.relation.projectIDinfo:eu-repo/grantAgreement/EC/FP7/014033en
dc.relation.projectIDinfo:eu-repo/grantAgreement/EC/FP7/574212en
dc.rights© 2018 Journal of Universal Computer Science.en
dc.rights.accessRightsopen accessen
dc.subject.ecienciaTelecomunicacioneses
dc.subject.otherMoocsen
dc.subject.otherProgrammingen
dc.subject.otherToolsen
dc.subject.otherCodeboarden
dc.subject.otherInstructor-paceden
dc.subject.otherSelf-paceden
dc.titleA study of learning-by-doing in MOOCs through the integration of third-party external tools: comparison of synchronous and asynchronous running modesen
dc.typeresearch article*
dc.type.hasVersionVoR*
dspace.entity.typePublication
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