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Title of the book: Trends and Good Practices in Research and Teaching

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MOOCS and Higher Education Globalisation: Social Work and Social Education Students’ Perspectives



MOOCs can support educational innovation in a wide range of contexts, from formal to informal and from expected to unexpected. This kind of open online courses are often used within campus modules as core elements of their curriculum. This is the case of this experimental study, where we analyse an experiment of HE educational innovation about the perceptions of students around strengths and weaknesses of MOOCs in socio-educational settings. 54 students were surveyed with multiple choice questions around this topic. The results show that HE students of education degrees tend to see the potential of MOOCs to aid the transformation of the classrooms often currently reserved to social elites. They also see that MOOCs can transcend to new learning arenas more ubiquitous, connected, informal and horizontal, which can facilitate the digital inclusion of disenfranchised groups, as well as potentiate the blooming of interactive communities of collective intelligence. However, these students were also aware of important shortcomings such as the lack of monitoring, and MOOC´s often unattainable demand of high learner autonomy.


  • Eva Ordóñez Olmedo
  • Catholic University of Avila
  • Lecturer at the Universidad Católica Santa Teresa de Jesús (Ávila), PhD in the Social Sciences Programme at the Universidad Pablo de Olavide. Master's Degree in Education for Development, Social Awareness and Culture of Peace. He is a member of the Eduinnovagogy Research Group HUM-971.  

  • Manuel León Urrutia
  • Universidad de Southampton
  • Research Fellow at University of Southampton & Scholarly communications director at Editorial Octaedro. Research Fellow with broad teaching and research experience in Higher Education. Broad skillset in Learning Design, E-Learning, Data Analysis, and Editing. Excellent track record of publications and conferences attended.

  • Esteban Vázquez Cano
  • Universidad Nacional de Educación a Distancia
  • Vice-Dean of Students, Internationalisation and Social Education and Professor of the Faculty of Education in the Department of Didactics, School Organisation and Special Didactics of the UNED. Doctor in Education Sciences with Extraordinary Prize. He currently directs the Master's Degree in Educational Inspection and Supervision at the UNED and his priority lines of research are School Organisation and Supervision, Mobile-ubiquitous Learning, Digital Language and Massive Open Online Courses (MOOCs), subjects on which he has published more than 200 scientific contributions (20 artículos en JCR, h-index 11/ 31 en SCOPUS, h-index 9). He is currently a member of various national and international research projects whose main theme is the impact of technology on school organisation and educational innovation. He is also a member of the editorial board of British Journal of Educational Technology (JCR Q1), Editor Asociado de la revista IJERI (ESCI) and Deputy Editor of the magazine Enseñanza & Teaching and has participated as a member of the scientific committee in more than 50 international congresses (China, Japan, France, USA, Canada, etc.).  

How to cite
León-Urrutia, M., Vázquez Cano, E., Ordóñez Olmedo, E., López Meneses, E. (2019). MOOCS and Higher Education Globalisation: Social Work and Social Education Students’ Perspectives. En León-Urrutia, M., Vázquez Cano, E., Fair, N., López Meneses, E. (coords.) Trends and Good Practices in Research and Teaching. A Spanish-English Collaboration. Barcelona: Octaedro.

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