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

Octaedro

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Presentation

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.

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Eloy López-Meneses

39360

PhD in Educational Sciences and Extraordinary Doctoral Thesis Award from the University of Seville. Full Professor with two six-year research periods in the Department of Education and Social Psychology at the Universidad Pablo de Olavide. Director of the research group EDUINNOVAGOGÍA© (HUM-971). Coordinator of the International Group Innovagogía©. Director of Outreach and International Relations, IICSE (University of Atacama/Chile). Editor of the international journal International Journal of Educational Research and Innovation (IJERI) and associate editor of the scientific journal Frontiers of Science.

*** Translated with www.DeepL.com/Translator (free version) ***



Esteban Vázquez Cano

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. PhD 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 (MOOC), topics on which he has published more than 200 scientific contributions (20 articles in JCR, h-index 11/ 31 in SCOPUS, h-index 9). He is currently a member of different 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), Associate Editor of the journal IJERI (ESCI) and Associate Editor of the journal Enseñanza & Teachingand has participated as scientific committee member in more than 50 international congresses (China, Japan, France, USA, Canada, etc. ).

 



Eva Ordóñez Olmedo

Profesora en la Universidad Católica Santa Teresa de Jesús (Ávila), doctora en el Programa de Ciencias Sociales de la Universidad Pablo de Olavide. Máster en Educación para el Desarrollo, Sensibilización Social y Cultura de Paz. Es miembro del Grupo de Investigación Eduinnovagogía HUM-971.  



Manuel León Urrutia

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. 


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