Entendiendo las motivaciones de los profesores de los MOOC para mejorar su sostenibilidad
Resumen El éxito global de los Cursos Online Masivos y Abiertos (MOOC) hace que su análisis sea crucial para garantizar la calidad, el compromiso y los mejores resultados en su implementación. Se han dedicado muchas investigaciones a entender la experiencia del alumno y los resultados institucionales, pero pocos trabajos han estudiado la perspectiva del instructor, que es esencial para hacer de los MOOC un esfuerzo sostenible. Este estudio ha examinado la motivación percibida para participar en una iniciativa MOOC y el impacto en el desarrollo de su carrera en 79 profesores involucrados en una experiencia universitaria que ha realizado más de 600 ediciones de 115 MOOC con 4 millones de inscritos. El estudio pretende confirmar y ampliar los hallazgos de estudios anteriores y consolidar la estrategia institucional en cuanto a recursos y dinámica de los MOOC. Los principales resultados de la investigación indican que los factores de motivación intrínseca son esenciales para los instructores de los MOOC y que la falta de reconocimiento oficial puede ser un factor relevante que afecta a la sostenibilidad de los MOOC a largo plazo.
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Babori, A. (2020). Trends in MOOCs Research: Analysis of Educational Technology Journals. International Journal of Emerging Technologies in Learning (iJET). 15(17). 47-68. https://doi.org/10.3991/ijet.v15i17.14637
Bartolomé-Pina, A. R., & Steffens, K. (2015). Are MOOCs promising learning environments? Comunicar, 22(44), 91-99. https://doi.org/10.3916/C44-2015-10
Blackmon, S. (2018). MOOC makers: Professors’ experiences with developing and delivering MOOCs. International Review of Research in Open and Distributed Learning, 19(4), 76–91. https://doi.org/10. 19173/irrodl.v19i4.3718
Brouns, F., Teixeira, A., Morgado, L., Fano, S., Fueyo, A., & Jansen, D. (2017). Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework. In: M. Jemni, Kinshuk, & M. Khribi (Eds.) Open Education: from OERs to MOOCs (pp 315–336). Springer. https://doi.org/10.1007/978-3-662-52925-6_16
Bulfin, S., Pangrazio, L., & Selwyn, N. (2014). Making MOOC: The construction of a new digital higher education within news media discourse. The International Review of Research in Open and Distributed Learning, 15(5), 290-305. https://doi.org/10.19173/irrodl.v15i5.1856
Castañeda, L., Esteve-Mon, F., & Postigo_Fuentes, A. (2022). Digital teaching competence development in higher education: Key elements for an institutional strategic approach. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook for Digital Higher Education. Edward Elgar Publishing Ltd.
Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Plan B, April 16, 2013. Retrieved from https://bit.ly/3Fz9Hkf. May, 23rd 2022
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. 8th Edition.
Connell, J., Carlton, J., Grundy, A., Taylor Buck, E., Keetharuth, A. D., Ricketts, T., Barkham, M., Robotham, D., Rose, D., & Brazier, J. (2018). The importance of content and face validity in instrument development: Lessons learnt from service users when developing the Recovering Quality of Life measure (ReQoL. Quality of Life Research, 27(7), 1893-1902. https://doi.org/10.1007/s11136-018-1847-y
Conole, G. (2014). A new classification schema for MOOC. The International Journal for Innovation and Quality in Learning, 2(3), 65-77. https://goo.gl/bL4GwN
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(1), 100. https://doi.org/10.1186/1471-2288-11-100
Despujol, I., Castañeda, L., & Turro, C. (2018). Developing A MOOC Initiative: Lessons Learned from the Universitat Politècnica de València Experience. Turkish Online Journal of Distance Education, 19(1), 215-233. https://doi.org/10.17718/tojde.382805
Despujol, I., Castañeda, L., & Turró, C. (2022). What Does the Data Say about Effective University Online Internships? The Universitat Politecnica de Valencia Experience Using MOOC during COVID-19 Lockdown. Sustainability, 14(1), 520. https://doi.org/10.3390/su14010520
edX (2022). https://www.edx.org/es/search?tab=course
García-Peñalvo, F. J., Fidalgo-Blanco, Á., & Sein-Echaluce, M. L. (2018). An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education. Telematics and Informatics, 35, 1018-1030. https://doi.org/10.1016/j.tele.2017.09.012
Gonçalves, B. M. F., & Goncalves, V. B. (2019). Professional Development in MOOC: Teachers Motivation. In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE. https://doi.org10.23919/CISTI.2019.8760597
Herzberg, F. (2003). One more time: How do you motivate employees? Harvard Business Review, January 2003. https://bit.ly/3WdQPNI
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Hirschauer, N., Grüner, S., Mußhoff, O., Becker, C., & Jantsch, A. (2021). Inference using non-random samples? Stop right there! Significance, 18(5), 20-24. https://doi.org/10.1111/1740-9713.01568
Holden, R. R. (2010). Face Validity. In The Corsini Encyclopedia of Psychology (pp. 1-2). https://doi.org/10.1002/9780470479216.corpsy0341
Illanes, P., Lund, S., Mourshed, M., Rutherford, S., & Tyreman. (2018). Retraining and reskilling workers in the age of automation. McKinsey Global institute. https://mck.co/3NtnACO
Khalil, H., & Ebner, M. (2014). MOOC completion rates and possible methods to improve retention a literature review. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 1, 1305-1313.
Kolowich, S. (2013). The professors who make the MOOCs. Chronicle of Higher Education, 59(28), A20– A23.
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOC: A systematic study of the published literature 2008–2012. The International Review of Research in Open and Distributed Learning, 4(3), 202-227. https://doi.org/10.19173/irrodl.v14i3.1455
Llorente-Ruiz, A., Despujol, I., & Castañeda, L. (2021). MOOC como estrategia de nivelación en la enseñanza universitaria: El caso de la Universidad Politécnica de Valencia. Campus Virtuales, 10(2), 9–25.
Lowenthal, P., Snelson, C., & Perkins, R. (2018). Teaching Massive, Open, Online, Courses (MOOCs): Tales from the Front Line. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3505
Lugton, M. (2012). What is a MOOC? What Are the Different Types of MOOC? XMOOC and cMOOC. Reflections. http://goo.gl/9Szd6o
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOC). Computers & Education, 80, 77-83. https://doi.org/10.1016/j.compedu.2014.08.005
Najafi, H., Rolheiser, C., Harrison, L., & Håklev, S. (2015). University of Toronto instructors’ experiences with developing MOOCs. The International Review of Research in Open and Distributed Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2073
OpenedX. (2018). Global Open edX deployments. https://bit.ly/3FDdywP
OpenedX. (2021). Sites powered by Open edX platform. https://bit.ly/3FyLoTC
Osuna-Acedo, S., Marta-Lazo, C., & Frau-Meigs, D. (2018). From sMOOC to tMOOC, learning towards professional transference. ECO European Project. [De sMOOC a tMOOC, el aprendizaje hacia la transferencia profesional: El proyecto europeo ECO]. Comunicar, 55, 105-114. https://doi.org/10.3916/C55-2018-10
Papadimitriou, A. (2020). Beyond rhetoric: Reinventing the public mission of higher education. Tertiary Education and Management, 26, 1-4. https://doi.org/10.1007/s11233-019-09046-9
Rasheed, R. A., Kamsin, A., Abdullah, N. A., Zakari, A., & Haruna, K. (2019). A Systematic Mapping Study of the Empirical MOOC Literature. IEEE Access, 7, 124809-124827. https://doi.org/10.1109/ACCESS.2019.2938561
Rodriguez, C. O. (2012). MOOC and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 15(2).
Rolfe, V. (2015). A systematic review of the socio-ethical aspects of massive online open courses. European Journal of Open, Distance and E-Learning, 18(1), 52-71. https://doi.org/10.1515/eurodl-2015-0004
Ross, J., Sinclair, C., Knox, J., Bayne, S., & Macleod, H. (2014). Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. 10(1), 13.
Roth, M. (2013). My Modern Experience Teaching a MOOC. Chronicle of Higher Education, 59(34), B18–21.
Saldaña, J. (2015). The Coding Manual for Qualitative Researchers. (3rd Ed.). SAGE Publications Ltd.
Schuwer, R., Jaurena, I. G., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: The European perspective. The International Review of Research in Open and Distributed Learning, 16(6). https://doi.org/10.19173/irrodl.v16i6.2153
Shah, D. (2016). Monetization over Massiveness: A Review of MOOC Stats and Trends in 2016. Class Central. https://bit.ly/3DQeAEz
Shah, D. (2021). By The Numbers: MOOC in 2020. Class Central. https://bit.ly/3zxrHb7
Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The Internet and Higher Education, 24, 1-12. https://doi.org/10.1016/j.iheduc.2014.07.001
Turro, C., Cañero, A., & Busquets, J. (2010). Video learning objects creation with polimedia. In 2010 IEEE International Symposium on Multimedia (pp. 371-376). IEEE. https://doi.org/10.1109/ISM.2010.69
UPV (2021a). Memoria del curso académico 2019-2020. Universitat Politècnica de València (UPV). https://bit.ly/3NrLCxG
UPV (2021b). Convocatoria programa docencia en red 21-22. Universitat Politècnica de València (UPV). https://bit.ly/3fmNb3F
Young-Doo, M., Tang, Y., Bonk, C. J., & Zhu, M. (2020). MOOC instructor motivation and career development. Distance Education, 41(1), 26–47. https://doi.org/10.1080/01587919.2020.1724770
Zheng S., Wisniewski P., Rosson M.B., & Carroll J. M. (2016). Ask the Instructors: Motivations and Challenges of Teaching Massive Open Online Courses. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing (CSCW '16) (pp. 206–221). Association for Computing Machinery. https://doi.org/10.1145/2818048.2820082
Zhu, M., Bonk, C. J., & Sari, A. R. (2018). Instructors’ Experience of Designing MOOCs in Higher Education: Considerations and Challenges. Online Learning, 22(4), Article 4. https://doi.org/10.24059/olj.v22i4.1495
Bartolomé-Pina, A. R., & Steffens, K. (2015). Are MOOCs promising learning environments? Comunicar, 22(44), 91-99. https://doi.org/10.3916/C44-2015-10
Blackmon, S. (2018). MOOC makers: Professors’ experiences with developing and delivering MOOCs. International Review of Research in Open and Distributed Learning, 19(4), 76–91. https://doi.org/10. 19173/irrodl.v19i4.3718
Brouns, F., Teixeira, A., Morgado, L., Fano, S., Fueyo, A., & Jansen, D. (2017). Designing Massive Open Online Learning Processes: The sMOOC Pedagogical Framework. In: M. Jemni, Kinshuk, & M. Khribi (Eds.) Open Education: from OERs to MOOCs (pp 315–336). Springer. https://doi.org/10.1007/978-3-662-52925-6_16
Bulfin, S., Pangrazio, L., & Selwyn, N. (2014). Making MOOC: The construction of a new digital higher education within news media discourse. The International Review of Research in Open and Distributed Learning, 15(5), 290-305. https://doi.org/10.19173/irrodl.v15i5.1856
Castañeda, L., Esteve-Mon, F., & Postigo_Fuentes, A. (2022). Digital teaching competence development in higher education: Key elements for an institutional strategic approach. In R. Sharpe, S. Bennett, & T. Varga-Atkins (Eds.), Handbook for Digital Higher Education. Edward Elgar Publishing Ltd.
Clark, D. (2013). MOOCs: taxonomy of 8 types of MOOC. Donald Clark Plan B, April 16, 2013. Retrieved from https://bit.ly/3Fz9Hkf. May, 23rd 2022
Cohen, L., Manion, L., & Morrison, K. (2017). Research Methods in Education. 8th Edition.
Connell, J., Carlton, J., Grundy, A., Taylor Buck, E., Keetharuth, A. D., Ricketts, T., Barkham, M., Robotham, D., Rose, D., & Brazier, J. (2018). The importance of content and face validity in instrument development: Lessons learnt from service users when developing the Recovering Quality of Life measure (ReQoL. Quality of Life Research, 27(7), 1893-1902. https://doi.org/10.1007/s11136-018-1847-y
Conole, G. (2014). A new classification schema for MOOC. The International Journal for Innovation and Quality in Learning, 2(3), 65-77. https://goo.gl/bL4GwN
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications, Inc.
Crowe, S., Cresswell, K., Robertson, A., Huby, G., Avery, A., & Sheikh, A. (2011). The case study approach. BMC Medical Research Methodology, 11(1), 100. https://doi.org/10.1186/1471-2288-11-100
Despujol, I., Castañeda, L., & Turro, C. (2018). Developing A MOOC Initiative: Lessons Learned from the Universitat Politècnica de València Experience. Turkish Online Journal of Distance Education, 19(1), 215-233. https://doi.org/10.17718/tojde.382805
Despujol, I., Castañeda, L., & Turró, C. (2022). What Does the Data Say about Effective University Online Internships? The Universitat Politecnica de Valencia Experience Using MOOC during COVID-19 Lockdown. Sustainability, 14(1), 520. https://doi.org/10.3390/su14010520
edX (2022). https://www.edx.org/es/search?tab=course
García-Peñalvo, F. J., Fidalgo-Blanco, Á., & Sein-Echaluce, M. L. (2018). An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education. Telematics and Informatics, 35, 1018-1030. https://doi.org/10.1016/j.tele.2017.09.012
Gonçalves, B. M. F., & Goncalves, V. B. (2019). Professional Development in MOOC: Teachers Motivation. In 2019 14th Iberian Conference on Information Systems and Technologies (CISTI). IEEE. https://doi.org10.23919/CISTI.2019.8760597
Herzberg, F. (2003). One more time: How do you motivate employees? Harvard Business Review, January 2003. https://bit.ly/3WdQPNI
Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. https://doi.org/10.1016/j.edurev.2014.05.001
Hirschauer, N., Grüner, S., Mußhoff, O., Becker, C., & Jantsch, A. (2021). Inference using non-random samples? Stop right there! Significance, 18(5), 20-24. https://doi.org/10.1111/1740-9713.01568
Holden, R. R. (2010). Face Validity. In The Corsini Encyclopedia of Psychology (pp. 1-2). https://doi.org/10.1002/9780470479216.corpsy0341
Illanes, P., Lund, S., Mourshed, M., Rutherford, S., & Tyreman. (2018). Retraining and reskilling workers in the age of automation. McKinsey Global institute. https://mck.co/3NtnACO
Khalil, H., & Ebner, M. (2014). MOOC completion rates and possible methods to improve retention a literature review. World Conference on Educational Multimedia, Hypermedia and Telecommunications, 1, 1305-1313.
Kolowich, S. (2013). The professors who make the MOOCs. Chronicle of Higher Education, 59(28), A20– A23.
Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOC: A systematic study of the published literature 2008–2012. The International Review of Research in Open and Distributed Learning, 4(3), 202-227. https://doi.org/10.19173/irrodl.v14i3.1455
Llorente-Ruiz, A., Despujol, I., & Castañeda, L. (2021). MOOC como estrategia de nivelación en la enseñanza universitaria: El caso de la Universidad Politécnica de Valencia. Campus Virtuales, 10(2), 9–25.
Lowenthal, P., Snelson, C., & Perkins, R. (2018). Teaching Massive, Open, Online, Courses (MOOCs): Tales from the Front Line. The International Review of Research in Open and Distributed Learning, 19(3). https://doi.org/10.19173/irrodl.v19i3.3505
Lugton, M. (2012). What is a MOOC? What Are the Different Types of MOOC? XMOOC and cMOOC. Reflections. http://goo.gl/9Szd6o
Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOC). Computers & Education, 80, 77-83. https://doi.org/10.1016/j.compedu.2014.08.005
Najafi, H., Rolheiser, C., Harrison, L., & Håklev, S. (2015). University of Toronto instructors’ experiences with developing MOOCs. The International Review of Research in Open and Distributed Learning, 16(3). https://doi.org/10.19173/irrodl.v16i3.2073
OpenedX. (2018). Global Open edX deployments. https://bit.ly/3FDdywP
OpenedX. (2021). Sites powered by Open edX platform. https://bit.ly/3FyLoTC
Osuna-Acedo, S., Marta-Lazo, C., & Frau-Meigs, D. (2018). From sMOOC to tMOOC, learning towards professional transference. ECO European Project. [De sMOOC a tMOOC, el aprendizaje hacia la transferencia profesional: El proyecto europeo ECO]. Comunicar, 55, 105-114. https://doi.org/10.3916/C55-2018-10
Papadimitriou, A. (2020). Beyond rhetoric: Reinventing the public mission of higher education. Tertiary Education and Management, 26, 1-4. https://doi.org/10.1007/s11233-019-09046-9
Rasheed, R. A., Kamsin, A., Abdullah, N. A., Zakari, A., & Haruna, K. (2019). A Systematic Mapping Study of the Empirical MOOC Literature. IEEE Access, 7, 124809-124827. https://doi.org/10.1109/ACCESS.2019.2938561
Rodriguez, C. O. (2012). MOOC and the AI-Stanford like courses: Two successful and distinct course formats for massive open online courses. European Journal of Open, Distance and E-Learning, 15(2).
Rolfe, V. (2015). A systematic review of the socio-ethical aspects of massive online open courses. European Journal of Open, Distance and E-Learning, 18(1), 52-71. https://doi.org/10.1515/eurodl-2015-0004
Ross, J., Sinclair, C., Knox, J., Bayne, S., & Macleod, H. (2014). Teacher Experiences and Academic Identity: The Missing Components of MOOC Pedagogy. 10(1), 13.
Roth, M. (2013). My Modern Experience Teaching a MOOC. Chronicle of Higher Education, 59(34), B18–21.
Saldaña, J. (2015). The Coding Manual for Qualitative Researchers. (3rd Ed.). SAGE Publications Ltd.
Schuwer, R., Jaurena, I. G., Aydin, C. H., Costello, E., Dalsgaard, C., Brown, M., & Teixeira, A. (2015). Opportunities and threats of the MOOC movement for higher education: The European perspective. The International Review of Research in Open and Distributed Learning, 16(6). https://doi.org/10.19173/irrodl.v16i6.2153
Shah, D. (2016). Monetization over Massiveness: A Review of MOOC Stats and Trends in 2016. Class Central. https://bit.ly/3DQeAEz
Shah, D. (2021). By The Numbers: MOOC in 2020. Class Central. https://bit.ly/3zxrHb7
Toven-Lindsey, B., Rhoads, R. A., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The Internet and Higher Education, 24, 1-12. https://doi.org/10.1016/j.iheduc.2014.07.001
Turro, C., Cañero, A., & Busquets, J. (2010). Video learning objects creation with polimedia. In 2010 IEEE International Symposium on Multimedia (pp. 371-376). IEEE. https://doi.org/10.1109/ISM.2010.69
UPV (2021a). Memoria del curso académico 2019-2020. Universitat Politècnica de València (UPV). https://bit.ly/3NrLCxG
UPV (2021b). Convocatoria programa docencia en red 21-22. Universitat Politècnica de València (UPV). https://bit.ly/3fmNb3F
Young-Doo, M., Tang, Y., Bonk, C. J., & Zhu, M. (2020). MOOC instructor motivation and career development. Distance Education, 41(1), 26–47. https://doi.org/10.1080/01587919.2020.1724770
Zheng S., Wisniewski P., Rosson M.B., & Carroll J. M. (2016). Ask the Instructors: Motivations and Challenges of Teaching Massive Open Online Courses. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing (CSCW '16) (pp. 206–221). Association for Computing Machinery. https://doi.org/10.1145/2818048.2820082
Zhu, M., Bonk, C. J., & Sari, A. R. (2018). Instructors’ Experience of Designing MOOCs in Higher Education: Considerations and Challenges. Online Learning, 22(4), Article 4. https://doi.org/10.24059/olj.v22i4.1495
Despujol, I., Castañeda, L., & Turró, C. (2022). Entendiendo las motivaciones de los profesores de los MOOC para mejorar su sostenibilidad. Education in the Knowledge Society (EKS), 23, e29083. https://doi.org/10.14201/eks.29083
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