RT Journal Article
T1 A study of learning-by-doing in MOOCs through the integration of third-party external tools: comparison of synchronous and asynchronous running modes
A1 Alario-Hoyos, Carlos
A1 Estévez Ayres, Iria Manuela
A1 Gallego Romero, Jesus Manuel
A1 Delgado Kloos, Carlos
A1 Fernández Panadero, María Carmen
A1 Crespo García, Raquel
A1 Almenares Mendoza, Florina
A1 Ibáñez Espiga, María Blanca
A1 Villena Román, Julio
A1 Ruiz Magaña, Jorge
A1 Blasco Alís, Jorge
AB Many   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.
PB Journal of Universal Computer Science
SN 0948-695X
YR 2018
FD 2018-08-24
LK https://hdl.handle.net/10016/29864
UL https://hdl.handle.net/10016/29864
LA eng
NO The 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).
DS e-Archivo
RD 1 sept. 2024