Influence of the didactical design in the perception of knowledge management in MOOCs.

Cita: Esteban-Escaño, J., Fidalgo-Blanco, Á., Sein-Echaluce, M. L., & García-Peñalvo, F. J. (2018, October). Influence of the didactical design in the perception of knowledge management in MOOCs. In Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 684-690).

Title

Influence of the didactical design in the perception of knowledge management in MOOCs.

Abstract

In the university teaching context, the MOOCs appear as a different, open, massive and online teaching system available for every participant. This new design does not emerge without difficulties or controversy; the most relevant issue is the lack of a pedagogical model adapted to their features.

Two different kinds of MOOC can be distinguished; the connectivist cMOOC and the xMOOC, that is based on a learning platform built as a traditional learning classroom. If the MOOC claims to transfer or create new knowledge among the participants, it has to consider the way this knowledge is created and transferred.

This paper is focused on the knowledge management made on a new MOOC, the hMOOC or hybrid MOOC that combines characteristics of the both MOOC models mentioned above. In the conclusions of this paper, it will be presented a better perception of the hMOOC participants in the use made of the knowledge management processes regarding the xMOOC.

Authors

Ángel Fidalgo-Blanco (angel.fidalgo@upm.es) Universidad Politécnica de Madrid, España

María Luisa Sein-Echaluce (mlsein@unizar.es) Universidad de Zaragoza, España

Francisco José García-Peñalvo (fgarcia@usal.es) Universidad de Salamanca, España

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