Los MOOC en la línea del tiempo: una biografía investigativa de una tendencia educativa

Andres Chiappe; Monique Amaral

doi:10.6018/red.438701

Autores/as

Andres Chiappe Universidad de La Sabana https://orcid.org/0000-0002-9664-4833
Monique Amaral

Palabras clave: MOOC, entornos digitales de aprendizaje, aprendizaje a lo largo de la vida, revisión sistemática de literatura, enseñanza abierta

Agencias de apoyo

N/A

Resumen

Los cursos online masivos y abiertos (MOOC) se han convertido en un fenómeno educativo emergente con un enorme potencial de transformación y democratización educativa. Luego de casi una década de su primer lanzamiento, gran cantidad de investigación se ha realizado para intentar comprender sus alcances y limitaciones como instrumento de aprendizaje flexible y personalizado. Con el propósito de aumentar tal comprensión, se ha llevado a cabo una revisión sistemática de literatura sobre estudios publicados entre 2009 y 2019 acerca de los MOOC. Se aplicó un método de 6 pasos para revisar 486 estudios, a partir de procesos de filtrado, abstracting, lectura en profundidad y extracción e interpretación de datos. Los resultados muestran una gran cantidad y diversidad de focos de investigación sobre los MOOC, algunos en auge, otros en declive y otros de naturaleza efímera. Se resaltan entre ellos las Prácticas Educativas Abiertas, el diseño de los MOOC, el engagement, la deserción y el conectivismo. Los focos de investigación representan las principales preocupaciones de educadores e investigadores sobre lo que pareciera ser el advenimiento de un nuevo orden educativo que soportaría el aprendizaje a lo largo de la vida y los entornos de aprendizaje enmarcados en la sociedad 4.0.

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