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Article

Measurement of the MOOC Phenomenon by Pre-Service Teachers: A Descriptive Case Study

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Department of Education, University of Extremadura, Avda. de Elvas, s/n, 06006 Badajoz, Spain
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College of Education, Ana G. Méndez University, Cupey Campus, San Juan, PR 00926, USA
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Department of Sociology, University of Murcia, C/Campus Universitario, 11, 30100 Murcia, Spain
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Department of Social Work and Social Services, University of Murcia, Avda. Teniente Flomesta, 5, 30003 Murcia, Spain
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Department of Education and Social Psychology, Faculty of Social Sciences, University Pablo de Olavide, 41013 Seville, Spain
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Research Institute in Social Sciences and Education, Vice-Rectory for Research and Postgraduate, University of Atacama, Copiapó 1530000, Chile
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Author to whom correspondence should be addressed.
Educ. Sci. 2020, 10(9), 215; https://doi.org/10.3390/educsci10090215
Received: 23 July 2020 / Revised: 18 August 2020 / Accepted: 18 August 2020 / Published: 20 August 2020
(This article belongs to the Collection Massive Open Online Courses)
The main objective of this research is to establish the measurement of pre-service teachers on the MOOC phenomenon, one of the most important manifestations within the processes of on-line education that have emerged under the protection of the digital paradigm. The research methodology used was of an exploratory, qualitative, and descriptive nature. It falls within the generic scope of qualitative research methods of an ethnographic nature through the analysis of learning objects and interventions in the network. The sample (n = 218) was composed of students from the educational field, who took a subject focused on ICT applied to education, over several academic years. Using the edublog as a digital and documentary source, a total of 1962 frequencies were collected referring to the advantages (1052 frequencies) and limitations (910 frequencies) that they determined when carrying out these courses. As main results, it is worth mentioning that pre-service teachers consider MOOC courses valuable as teaching models in socio-educational contexts. They offer unquestionable advantages such as free of charge usage, training for disadvantaged groups, flexible hours, etc. However, their disadvantages are also important. For example, it is considered that these courses do not adequately follow up on the student, that the materials they offer are not very innovative, or also that the evaluation of the learning is inadequate. It is interesting to note that the main problems identified are of a pedagogical, not technical, nature. View Full-Text
Keywords: MOOC; higher education; online teaching; ICT; teacher training; socio-educational environments; distance learning MOOC; higher education; online teaching; ICT; teacher training; socio-educational environments; distance learning
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MDPI and ACS Style

Gómez-Galán, J.; Lázaro-Pérez, C.; Martínez-López, J.Á.; López-Meneses, E. Measurement of the MOOC Phenomenon by Pre-Service Teachers: A Descriptive Case Study. Educ. Sci. 2020, 10, 215. https://doi.org/10.3390/educsci10090215

AMA Style

Gómez-Galán J, Lázaro-Pérez C, Martínez-López JÁ, López-Meneses E. Measurement of the MOOC Phenomenon by Pre-Service Teachers: A Descriptive Case Study. Education Sciences. 2020; 10(9):215. https://doi.org/10.3390/educsci10090215

Chicago/Turabian Style

Gómez-Galán, José, Cristina Lázaro-Pérez, José Á. Martínez-López, and Eloy López-Meneses. 2020. "Measurement of the MOOC Phenomenon by Pre-Service Teachers: A Descriptive Case Study" Education Sciences 10, no. 9: 215. https://doi.org/10.3390/educsci10090215

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