MLS Communication Journal
v. 1 n. 1 (2021)
ISSN: 2792-9280
Relación engagement y la deserción académica en los MOOCS: síntesis de una investigación expo facto
Resumo
El estudio del engagement del estudiantado en el contexto de los MOOCs cobra vital importancia en la comunidad científica de la educación superior y posgraduada pues contribuye a elevar el rendimiento académico. Sin embargo, es conocido a nivel internacional su alta deserción académica. Por tal motivo, los objetivos de este estudio son determinar a partir de un estudio teórico cuáles son las variables del engagement que influyen en la deserción académica en los MOOCs y, describir a partir del análisis de un cuestionario las valoraciones de los docentes participantes. Para ello se platearon las siguientes preguntas de la investigación: ¿cuáles son las variables más estudiadas desde el engagement para contribuir a disminuir la tasa de deserción en los MOOCs? ¿Cuáles son, a criterios de docentes universitarios, las variables que contribuyen a disminuir la tasa de deserción en los MOOCs? Para lograr los objetivos, se desarrolló una investigación mixta (revisión sistemática y una encuesta) y se diseñaron y validaron instrumentos para la obtención de información. La muestra de tipo intencional, la conformaron profesores universitarios de dos países. Los resultados muestran que las principales variables son: la privacidad de los datos; el diseño de foros, la democratización de la educación, la gamificación, la satisfacción y, la calidad percibida. Se concluye el artículo con recomendaciones didácticas y pedagógicas para desarrollar el engagement.
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Estrada Molina, O. (2024). Relación engagement y la deserción académica en los MOOCS: síntesis de una investigación expo facto. LS ommunication ournal, 2(1). btido de https://www.mlsjournals.com/MLS-Communication-Journal/article/view/2702
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Biografia Autor
Odiel Estrada Molina, Universidad de Valladolid
Doctor en Educación. Profesor del Departamento de Pedagogía de la Universidad de ValladolidReferências
Anghel, E., Littenberg-Tobias, J., & Von Davier, M. (2023). What I wanted and what I did: motivation and engagement in a massive open online course. Computers & Education, 207, 104929. https://doi.org/10.1016/j.compedu.2023.104929
Badali, M., Hatami, J., Banihashem, S. K., Rahimi, E., Noroozi, O., & Eslami, Z. (2022). The role of motivation in MOOCs’ retention rates: a systematic literature review. Research And Practice In Technology Enhanced Learning, 17(1). https://doi.org/10.1186/s41039-022-00181-3
Castillo-Abdul, B., Del Río, M. B., & Civila, S. (2021). El engagement de participantes en MOOC (Massive Open Online Courses): análisis del diseño instruccional y elementos alternativos. Bellaterra Journal of Teaching & Learning Language & Literature, 14(3), e944. https://doi.org/10.5565/rev/jtl3.944
Cheng, Y. (2023). What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization. Interactive Technology And Smart Education. https://doi.org/10.1108/itse-05-2023-0097
Chen, C., Lee, C., & Hsiao, K. (2018). Comparing the determinants of non-MOOC and MOOC continuance intention in Taiwan. Library Hi Tech, 36(4), 705-719. https://doi.org/10.1108/lht-11-2016-0129
Cohen, J. (1960). A Coefficient of Agreement for Nominal Scales. Educational And Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
Dalipi, F., Zdravkova, K., & Ahlgren, F. (2021). Sentiment Analysis of Students’ Feedback in MOOCs: A Systematic Literature Review. Frontiers In Artificial Intelligence, 4. https://doi.org/10.3389/frai.2021.728708
Deng, R., Benckendorff, P., & Gannaway, D. (2020). Learner engagement in MOOCs: Scale development and validation. British Journal of Educational Technology, 51(1), 245-262. https://doi.org/10.1111/bjet.12810
Deng, R. (2023). Effect of video styles on learner engagement in MOOCs. Technology, Pedagogy And Education, 1-21. https://doi.org/10.1080/1475939x.2023.2246981
Ding, Y., & Shen, H. (2019). Delving into learner autonomy in an EFL MOOC in China: a case study. Computer Assisted Language Learning, 35(3), 247-269. https://doi.org/10.1080/09588221.2019.1681464
Duan, T., & Wu, B. (2023). The student self-assessment paradigm in MOOC: An example in Chinese higher education. Comunicar, 31(75), 115-128. https://doi.org/10.3916/c75-2023-09
Eglseer, D. (2023). Development and evaluation of a Massive Open Online Course (MOOC) for healthcare professionals on malnutrition in older adults. Nurse Education Today, 123, 105741. https://doi.org/10.1016/j.nedt.2023.105741
Er, E., Gómez‐Sánchez, E., Bote‐Lorenzo, M. L., Dimitriadis, Y., & Αsensio-Pérez, J. I. (2019). Generating actionable predictions regarding MOOC learners’ engagement in peer reviews. Behaviour & Information Technology, 39(12), 1356-1373. https://doi.org/10.1080/0144929x.2019.1669222
Estrada-Molina, O., Repiso Caballero, R., & Aguaded, I. (2024). Estudio bibliométrico sobre la Educación de Calidad. Revista De Educación, 1(404), 139–167. https://doi.org/10.4438/1988-592X-RE-2024-404-622
Estrada-Molina, O. (2022). The effects of WhatsApp and Telegram on student engagement: An analysis from the Mixed-Methods Approach. Education Research International, 2022, 1-14. https://doi.org/10.1155/2022/2881404
Estrada-Molina, O., & Fuentes-Cancell, D. (2022). Engagement and desertion in MOOCs: Systematic review. Comunicar, 30 (70), 111-124. https://doi.org/10.3916/C70-2022-09
Estrada-Molina, O., Fuentes Cancell, D. R., & García Hernández, A. (2021). Elengagementen la educación virtual: experiencias durante la pandemia COVID-19. Texto Livre, 14(2), e33936. https://doi.org/10.35699/1983-3652.2021.33936
Estrada-Molina, O., Guerrero-Proenza, R. S., & Fuentes-Cancell, D. R. (2022). Las competencias digitales en el desarrollo profesional: un estudio desde las redes sociales. Education in the Knowledge Society (EKS), 23. https://doi.org/10.14201/eks.26763
Fernández Alemán, M. A., & Estrada-Molina, O. (2024). La educación en línea en la educación médica superior. Acciones para la formación en Neurofisiología clínica en Cuba. En C. Llorente Cejudo, R. Barragán-Sánchez, N. Pérez Rodríguez, & L. Martín Párraga (Eds.), Enseñanza e innovación educativa en el ámbito universitario. Dykinson. https://www.dykinson.com/libros/ensenanza-e-innovacion-educativa-en-el-ambito-universitario/9788410700185/
Fuentes-Cancell, D. R., Estrada-Molina, O., & Delgado-Yanes, N. (2021). Las redes sociales digitales: una valoración socioeducativa. Revisión sistemática. Revista Fuentes, 23(1), 41–52. https://doi.org/10.12795/revistafuentes.2021.v23.i1.11947
Florou, A., Liagkou, V., & Stylios, C. (2024). Enhancing Competence-Based Job Skills Through Moodle: A Paradigm Shift in MOOC Applications. En Lecture notes in networks and systems (pp. 585-596). https://doi.org/10.1007/978-3-031-53598-7_52
Gamage, D., Perera, I., & Fernando, S. (2020). MOOCs Lack Interactivity and Collaborativeness: Evaluating MOOC Platforms. International Journal Of Engineering Pedagogy (iJEP), 10(2), 94. https://doi.org/10.3991/ijep.v10i2.11886
Gené, O. B., Núñez, M. M., & Fidalgo-Blanco, Á. (2014). Gamification in MOOC. In TEEM ’14: Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM Digital Library. https://doi.org/10.1145/2669711.2669902
Goopio, J., & Cheung, C. (2020). The MOOC dropout phenomenon and retention strategies. Journal Of Teaching In Travel & Tourism, 21(2), 177-197. https://doi.org/10.1080/15313220.2020.1809050
Granda Dihigo, A., Estrada-Molina, O., & Gómez León, Y. (2023). Formación profesional desde Facebook: estudio de caso en la Universidad de las Ciencias Informáticas, Cuba. Revista Cubana De Educación Superior, 42(Especial 3), 158–173. https://revistas.uh.cu/rces/article/view/8499
Kasch, J., Van-Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education, 42(1), 145-163. https://doi.org/10.1080/01587919.2020.1869522
Khalid, A., Lundqvist, K., & Yates, A. (2020). Recommender systems for MOOCs: A systematic literature survey. International Review of Research in Open and Distance Learning, 21, 256-291. https://doi.org/10.19173/IRRODL.V21I4.4643
Khalil, H. & Ebner, M. (2014). MOOCs Completion Rates and Possible Methods to Improve Retention - A Literature Review. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1305-1313). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/147656/
lturkistani, A., Lam, C., Foley, K., Stenfors, T., Blum, E.R., Velthoven, M.H.V., & Meinert, E. (2020). Massive Open Online Course evaluation methods: Systematic review. Journal of Medical Internet Research, 22(4).
Li, S., Zhao, Y., Guo, L., Ren, M., Li, J., Zhang, L., & Li, K. (2024). Quantification and prediction of engagement: Applied to personalized course recommendation to reduce dropout in MOOCs. Information Processing And Management, 61(1), 103536. https://doi.org/10.1016/j.ipm.2023.103536
Liyanagunawardena, T. R., Parslow, P., & Williams, S. A. (2014). Dropout: MOOC participants’ perspective. In U. Kress, & C. Delgado Kloos (Eds.). In Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 95–100). Lausanne: eLearning Papers.
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Löh, H., Van Jaarsveld, G. M., Mesutoğlu, C., & Baars, M. (2024). Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review. Frontiers In Education, 9. https://doi.org/10.3389/feduc.2024.1345205
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Mena, J., Flores, M. A., Fernandes, E., & Molina, O. E. (2024). Critical incidents as a strategy to enhance student teachers’ reflection about practice through immersive learning. Reflective Practice, 25 (3), 406-425. https://doi.org/10.1080/14623943.2024.2321500
Molina, O. E. (2023). La educación mediática y la nube informacional: necesidad y retos actuales. IPSA Scientia, Revista Científica Multidisciplinaria, 8(1), 8-9. https://doi.org/10.25214/27114406.1595
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Castillo-Abdul, B., Del Río, M. B., & Civila, S. (2021). El engagement de participantes en MOOC (Massive Open Online Courses): análisis del diseño instruccional y elementos alternativos. Bellaterra Journal of Teaching & Learning Language & Literature, 14(3), e944. https://doi.org/10.5565/rev/jtl3.944
Cheng, Y. (2023). What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization. Interactive Technology And Smart Education. https://doi.org/10.1108/itse-05-2023-0097
Chen, C., Lee, C., & Hsiao, K. (2018). Comparing the determinants of non-MOOC and MOOC continuance intention in Taiwan. Library Hi Tech, 36(4), 705-719. https://doi.org/10.1108/lht-11-2016-0129
Cohen, J. (1960). A Coefficient of Agreement for Nominal Scales. Educational And Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
Dalipi, F., Zdravkova, K., & Ahlgren, F. (2021). Sentiment Analysis of Students’ Feedback in MOOCs: A Systematic Literature Review. Frontiers In Artificial Intelligence, 4. https://doi.org/10.3389/frai.2021.728708
Deng, R., Benckendorff, P., & Gannaway, D. (2020). Learner engagement in MOOCs: Scale development and validation. British Journal of Educational Technology, 51(1), 245-262. https://doi.org/10.1111/bjet.12810
Deng, R. (2023). Effect of video styles on learner engagement in MOOCs. Technology, Pedagogy And Education, 1-21. https://doi.org/10.1080/1475939x.2023.2246981
Ding, Y., & Shen, H. (2019). Delving into learner autonomy in an EFL MOOC in China: a case study. Computer Assisted Language Learning, 35(3), 247-269. https://doi.org/10.1080/09588221.2019.1681464
Duan, T., & Wu, B. (2023). The student self-assessment paradigm in MOOC: An example in Chinese higher education. Comunicar, 31(75), 115-128. https://doi.org/10.3916/c75-2023-09
Eglseer, D. (2023). Development and evaluation of a Massive Open Online Course (MOOC) for healthcare professionals on malnutrition in older adults. Nurse Education Today, 123, 105741. https://doi.org/10.1016/j.nedt.2023.105741
Er, E., Gómez‐Sánchez, E., Bote‐Lorenzo, M. L., Dimitriadis, Y., & Αsensio-Pérez, J. I. (2019). Generating actionable predictions regarding MOOC learners’ engagement in peer reviews. Behaviour & Information Technology, 39(12), 1356-1373. https://doi.org/10.1080/0144929x.2019.1669222
Estrada-Molina, O., Repiso Caballero, R., & Aguaded, I. (2024). Estudio bibliométrico sobre la Educación de Calidad. Revista De Educación, 1(404), 139–167. https://doi.org/10.4438/1988-592X-RE-2024-404-622
Estrada-Molina, O. (2022). The effects of WhatsApp and Telegram on student engagement: An analysis from the Mixed-Methods Approach. Education Research International, 2022, 1-14. https://doi.org/10.1155/2022/2881404
Estrada-Molina, O., & Fuentes-Cancell, D. (2022). Engagement and desertion in MOOCs: Systematic review. Comunicar, 30 (70), 111-124. https://doi.org/10.3916/C70-2022-09
Estrada-Molina, O., Fuentes Cancell, D. R., & García Hernández, A. (2021). Elengagementen la educación virtual: experiencias durante la pandemia COVID-19. Texto Livre, 14(2), e33936. https://doi.org/10.35699/1983-3652.2021.33936
Estrada-Molina, O., Guerrero-Proenza, R. S., & Fuentes-Cancell, D. R. (2022). Las competencias digitales en el desarrollo profesional: un estudio desde las redes sociales. Education in the Knowledge Society (EKS), 23. https://doi.org/10.14201/eks.26763
Fernández Alemán, M. A., & Estrada-Molina, O. (2024). La educación en línea en la educación médica superior. Acciones para la formación en Neurofisiología clínica en Cuba. En C. Llorente Cejudo, R. Barragán-Sánchez, N. Pérez Rodríguez, & L. Martín Párraga (Eds.), Enseñanza e innovación educativa en el ámbito universitario. Dykinson. https://www.dykinson.com/libros/ensenanza-e-innovacion-educativa-en-el-ambito-universitario/9788410700185/
Fuentes-Cancell, D. R., Estrada-Molina, O., & Delgado-Yanes, N. (2021). Las redes sociales digitales: una valoración socioeducativa. Revisión sistemática. Revista Fuentes, 23(1), 41–52. https://doi.org/10.12795/revistafuentes.2021.v23.i1.11947
Florou, A., Liagkou, V., & Stylios, C. (2024). Enhancing Competence-Based Job Skills Through Moodle: A Paradigm Shift in MOOC Applications. En Lecture notes in networks and systems (pp. 585-596). https://doi.org/10.1007/978-3-031-53598-7_52
Gamage, D., Perera, I., & Fernando, S. (2020). MOOCs Lack Interactivity and Collaborativeness: Evaluating MOOC Platforms. International Journal Of Engineering Pedagogy (iJEP), 10(2), 94. https://doi.org/10.3991/ijep.v10i2.11886
Gené, O. B., Núñez, M. M., & Fidalgo-Blanco, Á. (2014). Gamification in MOOC. In TEEM ’14: Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM Digital Library. https://doi.org/10.1145/2669711.2669902
Goopio, J., & Cheung, C. (2020). The MOOC dropout phenomenon and retention strategies. Journal Of Teaching In Travel & Tourism, 21(2), 177-197. https://doi.org/10.1080/15313220.2020.1809050
Granda Dihigo, A., Estrada-Molina, O., & Gómez León, Y. (2023). Formación profesional desde Facebook: estudio de caso en la Universidad de las Ciencias Informáticas, Cuba. Revista Cubana De Educación Superior, 42(Especial 3), 158–173. https://revistas.uh.cu/rces/article/view/8499
Kasch, J., Van-Rosmalen, P., Löhr, A., Klemke, R., Antonaci, A., & Kalz, M. (2021). Students’ perceptions of the peer-feedback experience in MOOCs. Distance Education, 42(1), 145-163. https://doi.org/10.1080/01587919.2020.1869522
Khalid, A., Lundqvist, K., & Yates, A. (2020). Recommender systems for MOOCs: A systematic literature survey. International Review of Research in Open and Distance Learning, 21, 256-291. https://doi.org/10.19173/IRRODL.V21I4.4643
Khalil, H. & Ebner, M. (2014). MOOCs Completion Rates and Possible Methods to Improve Retention - A Literature Review. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1305-1313). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/147656/
lturkistani, A., Lam, C., Foley, K., Stenfors, T., Blum, E.R., Velthoven, M.H.V., & Meinert, E. (2020). Massive Open Online Course evaluation methods: Systematic review. Journal of Medical Internet Research, 22(4).
Li, S., Zhao, Y., Guo, L., Ren, M., Li, J., Zhang, L., & Li, K. (2024). Quantification and prediction of engagement: Applied to personalized course recommendation to reduce dropout in MOOCs. Information Processing And Management, 61(1), 103536. https://doi.org/10.1016/j.ipm.2023.103536
Liyanagunawardena, T. R., Parslow, P., & Williams, S. A. (2014). Dropout: MOOC participants’ perspective. In U. Kress, & C. Delgado Kloos (Eds.). In Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 95–100). Lausanne: eLearning Papers.
Lazarinis, F., Panagiotakopoulos, T., & Kameas, A. (2024). Design and evaluation of a mooc on the internet of things to upskill adult educators. INTED Proceedings. https://doi.org/10.21125/inted.2024.1002
Löh, H., Van Jaarsveld, G. M., Mesutoğlu, C., & Baars, M. (2024). Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review. Frontiers In Education, 9. https://doi.org/10.3389/feduc.2024.1345205
Mateo, J. (2004). La investigación ex post-facto. En R. Bisquerra (Ed.), Metodología de la investigación educativa (pp. 195-230). La Muralla.
Mellati, M., & Khademi, M. (2020). MOOC-based educational program and interaction in distance education: Long life mode of teaching. Interactive Learning Environments, 28(8), 1022-1035. https://doi.org/10.1080/10494820.2018.1553188
Mena, J., Flores, M. A., Fernandes, E., & Molina, O. E. (2024). Critical incidents as a strategy to enhance student teachers’ reflection about practice through immersive learning. Reflective Practice, 25 (3), 406-425. https://doi.org/10.1080/14623943.2024.2321500
Molina, O. E. (2023). La educación mediática y la nube informacional: necesidad y retos actuales. IPSA Scientia, Revista Científica Multidisciplinaria, 8(1), 8-9. https://doi.org/10.25214/27114406.1595
Ramírez-Fernández, M. B. (2015). La valoración de MOOC: Una perspectiva de calidad. RIED: Revista Iberoamericana de Educación A Distancia, 18(2). https://doi.org/10.5944/ried.18.2.13777
Ratnasari, W., Chou, T., & Huang, C. (2024). From hype to reality: the changing landscape of MOOC research. Library Hi Tech. https://doi.org/10.1108/lht-07-2023-0320
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