Palabras clave
Compromiso, MOOC, sMOOC, tMOOC, xMOOC, aprendizaje
Resumen
Los cursos en línea masivos y abiertos (MOOCs) permiten satisfacer necesidades de aprendizaje desde las particularidades de sus tipologías (xMOOC, tMOOC, cMOOC, iMOOC, entre otras), sin embargo, es aún latente su alta tasa de deserción. Estudios recientes reafirman el engagement como una alternativa para disminuir los índices de deserción. La literatura analizada aún no logra sistematizar respuestas a ¿cómo garantizar el engagement en los MOOCs y disminuir así su tasa de deserción? Y, en coherencia con esa pregunta, ¿existen aún retos del profesorado en este ámbito de la tecnología educativa? Ello motivó a realizar esta revisión sistemática para determinar cómo se ha trabajado el engagement para contribuir a disminuir la tasa de deserción en los MOOCs. Se revisaron artículos de revistas indexadas en Scopus o en WoS aplicando el protocolo PRISMA. Al finalizar el protocolo se definió analizar 40 estudios. Los resultados reflejan que las principales variables son: el diseño e-actividades; la motivación intrínseca y extrínseca y; la comunicación entre los estudiantes. Se ratifica que los principales retos para garantizar el engagement en los MOOCs son: la tutoría individualizada; la interactividad; y la retroalimentación. Debido a la escasez de estudios que analicen de forma integrada las variables antes mencionadas, se propone como trabajo futuro, determinar qué relaciones existen entre estas variables que intervienen en el engagement y la deserción en los MOOCs.
Referencias
Acosta, E., Escribano, J.J., & Valderrama, F.G. (2014). Motivación en la educación masiva online Desarrollo y experimentación de un sistema de acreditaciones para los MOOC. Digital Education Review, 25(1), 18-35. https://doi.org/10.13140/2.1.3737.6641
Link DOI | Link Google Scholar
Adam, T. (2020). Open educational practices of MOOC designers: Embodiment and epistemic location. Distance Education, 41(2), 171-185. https://doi.org/10.1080/01587919.2020.1757405
Link DOI | Link Google Scholar
Almatrafi, O., & Johri, A. (2019). Systematic review of discussion forums in Massive Open Online Courses (MOOCs). IEEE Transactions on Learning Technologies, 12(3), 413-428. https://doi.org/10.1109/TLT.2018.2859304
Link DOI | Link Google Scholar
Alturkistani, A., Lam, C., Foley, K., Stenfors, T., Blum, E.R., Van Velthoven, M.H., & Meinert, E. (2020). Massive Open Online Course evaluation methods: Systematic review. Journal of Medical Internet Research, 22(4). https://doi.org/10.2196/13851
Link DOI | Link Google Scholar
Antonaci, A., Klemke, R., Lataster, J., Kreijns, K., & Specht, M. (2019). Gamification of MOOCs adopting social presence and sense of community to increase user’s engagement: An experimental study. In M. Scheffel, J. Broisin, V. Pammer-Schindler, A. Ioannou, J. Schneider (Eds), Transforming Learning with Meaningful Technologies. EC-TEL 2019. Lecture Notes in Computer Science, vol 11722. (pp. 172-186). Springer https://doi.org/10.1007/978-3-030-29736-7_13
Link DOI | Link Google Scholar
Araka, E., Maina, E., Gitonga, R., & Oboko, R. (2020). Research trends in measurement and intervention tools for self-regulated learning for e-learning environments-systematic review (2008–2018). Research and Practice in Technology Enhanced Learning, 15(6). https://doi.org/10.1186/s41039-020-00129-5
Link DOI | Link Google Scholar
Ballesteros, M.L., Mercado, M.A., García, N.J., & Glasserman, L.D. (2020). Teacher professional learning experiences in mooc: Teachers from sonora, Mexico who participated in the key learning collection. Texto Livre, 13(3), 79-102. https://doi.org/10.35699/1983-3652.2020.25099
Link DOI | Link Google Scholar
Blum-Smith, S., Yurkofsky, M. M., & Brennan, K. (2021). Stepping back and stepping in: Facilitating learner-centered experiences in MOOCs. Computers and Education, 160, 104042. https://doi.org/10.1016/j.compedu.2020.104042
Link DOI | Link Google Scholar
Cabero-Almenara, J., & Palacios-Rodríguez, A. (2021). La evaluación de la educación virtual: Las e-actividades. RIED, 24(2), 169-188. https://doi.org/10.5944/ried.24.2.28994
Link DOI | Link Google Scholar
Cornelius, S., Calder, C., & Mtika, P. (2019). Understanding learner engagement on a blended course including a MOOC. Research in Learning Technology, 27. https://doi.org/10.25304/rlt.v27.2097
Link DOI | Link Google Scholar
Dai, H.M., Teo, T., Rappa, N.A., & Huang, F. (2020). Explaining Chinese university students’ continuance learning intention in the MOOC setting: A modified expectation confirmation model perspective. Computers and Education, 150, 103850. https://doi.org/10.1016/j.compedu.2020.103850
Link DOI | Link Google Scholar
Dale, V.H., & Singer, J. (2019). Learner experiences of a blended course incorporating a MOOC on Haskell functional programming. Research in Learning Technology, 27, 2248. https://doi.org/10.25304/rlt.v27.2248
Link DOI | Link Google Scholar
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
Link DOI | Link Google Scholar
Deshpande, A., & Chukhlomin, V. (2017). What makes a good MOOC: A field study of factors impacting student motivation to learn. American Journal of Distance Education, 31(4), 275-293. https://doi.org/10.1080/08923647.2017.1377513
Link DOI | Link Google Scholar
Díaz-Iso, A., Eizaguirre, A., & García-Olalla, A. (2020). A systematic review of the concept of extracurricular activity in higher education. Educacion XX1, 23(2), 307-335. https://doi.org/10.5944/educxx1.25765
Link DOI | Link Google Scholar
Doo, M.Y., 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
Link DOI | Link Google Scholar
Doo, M.Y., Zhu, M., Bonk, C.J., & Tang, Y. (2020). The effects of openness, altruism and instructional self?efficacy on work engagement of MOOC instructors. British Journal of Educational Technology, 51(3), 743-760. https://doi.org/10.1111/bjet.12882
Link DOI | Link Google Scholar
Douglas, K.A., Merzdorf, H.E., Hicks, N.M., Sarfraz, M.I., & Bermel, P. (2020). Challenges to assessing motivation in MOOC learners: An application of an argument-based approach. Computers and Education, 150, 103829. https://doi.org/10.1016/j.compedu.2020.103829
Link DOI | Link Google Scholar
Er, E., Gómez-Sánchez, E., Bote-Lorenzo, M.L., Dimitriadis, Y., & Asensio-Pérez, J.I. (2020). Generating actionable predictions regarding MOOC learners’ engagement in peer reviews. Behaviour and Information Technology, 39(12), 1356-1373. https://doi.org/10.1080/0144929X.2019.1669222
Link DOI | Link Google Scholar
Escudero-Nahón, A., & Núñez-Urbina, A.A. (2019). Fundamentos teóricos para la transformación de los “Massive Open Online Courses” hacia “Customizable Open Online Courses”. EDMETIC, 8(2), 129-149. https://doi.org/10.21071/edmetic.v8i2.10988
Link DOI | Link Google Scholar
Feitosa, V., Alexandre, C., & Noronha, A.B. (2021). The use of Massive Open Online Courses (MOOCs) in blended learning courses and the functional value perceived by students. Computers and Education, 161, 104077. https://doi.org/10.1016/j.compedu.2020.104077
Link DOI | Link Google Scholar
Firat, M., Kilinç, H., & Yüzer, T. V. (2018). Level of intrinsic motivation of distance education students in e-learning environments. Journal of Computer Assisted Learning, 34(1), 63-70. https://doi.org/10.1111/jcal.12214
Link DOI | Link Google Scholar
Foley, K., Alturkistani, A., Carter, A., Stenfors, T., Blum, E., Car, J., Majeed, A., Brindley, D., & Meinert, E. (2019). Massive open online courses (MOOC) evaluation methods: Protocol for a systematic review. JMIR Research Protocols, 8(3). https://doi.org/10.2196/12087
Link DOI | Link Google Scholar
Fuentes-Cancell, D., 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
Link DOI | Link Google Scholar
Galikyan, I., Admiraal, W., & Kester, L. (2021). MOOC discussion forums: The interplay of the cognitive and the social. Computers and Education, 165, 104133. https://doi.org/10.1016/j.compedu.2021.104133
Link DOI | Link Google Scholar
Gallego-Romero, J.M., Alario-Hoyos, C., Estévez-Ayres, I., & Delgado Kloos, C. (2020). Analyzing learners’ engagement and behavior in MOOCs on programming with the Codeboard IDE. Educational Technology Research and Development, 68(5), 2505-2528. https://doi.org/10.1007/s11423-020-09773-6
Link DOI | Link Google Scholar
Gordillo, A., López-Pernas, S., & Barra, E. (2019). Effectiveness of MOOCs for teachers in safe ICT use training. [Efectividad de los MOOC para docentes en el uso seguro de las TIC]. Comunicar, 61, 98-107. https://doi.org/10.3916/C61-2019-09
Link DOI | Link Google Scholar
Gros-Salvat, B. (2018). La evolución del e-learning: Del aula virtual a la red. RIED, 21(2), 69-82. https://doi.org/10.5944/ried.21.2.20577
Link DOI | Link Google Scholar
Jarnac, M., & Mira, M. (2020). Systematic literature review about gamification in MOOCs. Open Learning, 1-23. https://doi.org/10.1080/02680513.2020.1798221
Link DOI | Link Google Scholar
Jiménez, J.R. (2017). Integración de un curso MOOC y de un PLN-PLE en un curso presencial sobre fundamentos de la programación. RED, 11(53), 1-17. https://doi.org/10.6018/red/53/11
Link DOI | Link Google Scholar
Joksimovi?, S., Dowell, N., Poquet, O., Kovanovi?, V., Gaševi?, D., Dawson, S., & Graesser, A.C. (2018). Exploring development of social capital in a CMOOC through language and discourse. Internet and Higher Education, 36, 54-64. https://doi.org/10.1016/j.iheduc.2017.09.004
Link DOI | Link Google Scholar
Joksimovi?, S., Poquet, O., Kovanovi?, V., Dowell, N., Mills, C., Gaševi?, D., Dawson, S., Graesser, A. C., & Brooks, C. (2018). How do we model learning at scale? A systematic review of research on moocs. Review of Educational Research, 88(1), 43-86. https://doi.org/10.3102/0034654317740335
Link DOI | Link Google Scholar
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
Link DOI | Link Google Scholar
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(4), 256-291. https://doi.org/10.19173/IRRODL.V21I4.4643
Link DOI | Link Google Scholar
Kovanovi?, V., Joksimovi?, S., Poquet, O., Hennis, T., de-Vries, P., Hatala, M., Dawson, S., Siemens, G., & Gaševi?, D. (2019). Examining communities of inquiry in Massive Open Online Courses: The role of study strategies. Internet and Higher Education, 40, 20-43. https://doi.org/10.1016/j.iheduc.2018.09.001
Link DOI | Link Google Scholar
Kubincova, E., Dale, V.H.M., & Kerr, J. (2018). How a MOOC can effectively facilitate student transitions to an online distance postgraduate programme. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2055
Link DOI | Link Google Scholar
Littenberg-Tobias, J., & Reich, J. (2020). Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program. Internet and Higher Education, 47, 100759. https://doi.org/10.1016/j.iheduc.2020.100759
Link DOI | Link Google Scholar
Lockwood, C., Munn, Z., & Porritt, K. (2015). Qualitative research synthesis: Methodological guidance for systematic reviewers utilizing meta-aggregation. International Journal of Evidence-Based Healthcare, 13(3), 179-187. https://doi.org/10.1097/XEB.0000000000000062
Link DOI | Link Google Scholar
Maina, M. (2020). E-actividades para un aprendizaje activo. In A. Sangrà (Ed.), Decálogo para la mejora de la docencia online. Propuestas para educar en contextos presenciales discontinuos (pp. 81-97). Editorial UOC. https://bit.ly/36G9FV6
Link Google Scholar
Maré, S., & Mutezo, A.T. (2020). The effectiveness of e-tutoring in an open and distance e-learning environment: Evidence from the university of south africa. Open Learning. https://doi.org/10.1080/02680513.2020.1717941
Link DOI | Link Google Scholar
Martinez-Navarro, J. (2021). Indicadores de abandono en contextos MOOC, una aproximación pedagógica desde la literatura. Revista de Ciències de l'Educació, 1(3), 36-59. https://doi.org/10.17345/ute.2020.3.3031
Link DOI | Link Google Scholar
Maya-Jariego, I., Holgado, D., González-Tinoco, E., Castaño-Muñoz, J., & Punie, Y. (2020). Typology of motivation and learning intentions of users in MOOCs: The moocknowledge study. Educational Technology Research and Development, 68(1), 203-224. https://doi.org/10.1007/s11423-019-09682-3
Link DOI | Link Google Scholar
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
Link DOI | Link Google Scholar
Moher, D., Shamseer, L., Clarke, M., Ghersi, D., Liberati, A., Petticrew, M., Shekelle, P., Stewart, L.A., Estarli, M., Barrera, E.S.A., Martínez-Rodríguez, R., Baladia, E., Agüero, S. D., Camacho, S., Buhring, K., Herrero-López, A., Gil-González, D.M., Altman, D.G., Booth, A., … Whitlock, E. (2016). Preferred reporting items for systematic review and meta-analysis protocols (PRISMA-P) 2015 statement. Revista Española de Nutrición Humana y Dietética, 20(2), 148-160. https://doi.org/10.1186/2046-4053-4-1
Link DOI | Link Google Scholar
Monique, A., & Chiappe, A. (2020). Los MOOC en la línea del tiempo: Una biografía investigativa de una tendencia educativa. RED, 21(66), 1-31. https://doi.org/10.6018/red.438701
Link DOI | Link Google Scholar
Nortvig, A.M., Petersen, A.K., & Balle, S.H. (2018). A literature review of the factors influencing e-learning and blended learning in relation to learning outcome, student satisfaction and engagement. Electronic Journal of E-Learning, 16(1), 45-55. https://bit.ly/3kBJo2L
Link Google Scholar
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
Link DOI | Link Google Scholar
Palacios-Hidalgo, F.J., Huertas-Abril, C.A., & Gómez Parra, M.E. (2020). MOOCs: Origins, concept and didactic applications: A systematic review of the literature (2012–2019). Technology, Knowledge and Learning, 25(4), 853-879. https://doi.org/10.1007/s10758-019-09433-6
Link DOI | Link Google Scholar
Paton, R.M., Fluck, A.E., & Scanlan, J.D. (2018). Engagement and retention in VET MOOCs and online courses: A systematic review of literature from 2013 to 2017. Computers and Education, 125, 191-201. https://doi.org/10.1016/j.compedu.2018.06.013
Link DOI | Link Google Scholar
Petersen, K., Feldt, R., Mujtaba, S., & Mattsson, M. (2008). Systematic mapping studies in software engineering. In G. Visaggio, M.T. Baldassarre, S. Linkman, & M. Turner (Eds), EASE’08 Proceedings of the 12th internationalconference on Evaluation and Assessment in Software Engineering (pp. 68-77). BCS Learning & Development Ltd. ttps://doi.org/10.14236/ewic/EASE2008.8
Link DOI | Link Google Scholar
Prinsloo, P., Slade, S., & Khalil, M. (2019). Student data privacy in MOOCs: a sentiment analysis. Distance Education, 40(3), 395-413. https://doi.org/10.1080/01587919.2019.1632171
Link DOI | Link Google Scholar
Quezada-Cáceres, S., & Salinas-Tapia, C. (2021). Modelo de retroalimentación para el aprendizaje: Una propuesta basada en la revisión de la literatura. Revista Mexicana de Investigación Educativa, 26(88), 225-251 https://bit.ly/3z0Ulyt
Link Google Scholar
Rajabalee, B.Y., Santally, M.I., & Rennie, F. (2020). A study of the relationship between students’ engagement and their academic performances in an eLearning environment. E-Learning and Digital Media, 17(1), 1-20. https://doi.org/10.1177/2042753019882567
Link DOI | Link Google Scholar
Romero-Frías, E., Arquero, J.L., & del-Barrio-García, S. (2020). Exploring how student motivation relates to acceptance and participation in MOOCs. Interactive Learning Environments, 1-17. https://doi.org/10.1080/10494820.2020.1799020
Link DOI | Link Google Scholar
Sallam, M.H., Martín-Monje, E., & Li, Y. (2020). Research trends in language MOOC studies: A systematic review of the published literature (2012-2018). Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1744668
Link DOI | Link Google Scholar
Sanz-Martínez, L., Er, E., Martínez-Monés, A., Dimitriadis, Y., & Bote-Lorenzo, M.L. (2019). Creating collaborative groups in a MOOC: A homogeneous engagement grouping approach. Behaviour and Information Technology, 38(11), 1107-1121. https://doi.org/10.1080/0144929X.2019.1571109
Link DOI | Link Google Scholar
Shapiro, H.B., Lee, C.H., Wyman Roth, N.E., Li, K., Çetinkaya-Rundel, M., & Canelas, D.A. (2017). Understanding the massive open online course (MOOC) student experience: An examination of attitudes, motivations, and barriers. Computers and Education, 110, 35-50. https://doi.org/10.1016/j.compedu.2017.03.003
Link DOI | Link Google Scholar
Stöhr, C., Stathakarou, N., Mueller, F., Nifakos, S., & McGrath, C. (2019). Videos as learning objects in MOOCs: A study of specialist and non-specialist participants’ video activity in MOOCs. British Journal of Educational Technology, 50(1), 166-176. https://doi.org/10.1111/bjet.12623
Link DOI | Link Google Scholar
Sun, Y., Ni, L., Zhao, Y., Shen, X.L., & Wang, N. (2019). Understanding students’ engagement in MOOCs: An integration of self-determination theory and theory of relationship quality. British Journal of Educational Technology, 50(6), 3156-3174. https://doi.org/10.1111/bjet.12724
Link DOI | Link Google Scholar
Tang, H., Xing, W., & Pei, B. (2018). Exploring the temporal dimension of forum participation in MOOCs. Distance Education, 39(3), 353-372. https://doi.org/10.1080/01587919.2018.1476841
Link DOI | Link Google Scholar
Tang, W., Hu, J., Zhang, H., Wu, P., & He, H. (2015). Kappa coefficient: A popular measure of rater agreement. Shanghai Archives of Psychiatry, 27(1), 62-67. https://doi.org/10.11919/j.issn.1002-0829.215010
Link DOI | Link Google Scholar
Teixeira, A.M., Mota, J., Morgado, L., & Do-Carmo-Teixeira-Pinto, M. (2019). Can MOOCs close the Opportunity Gaps? The contribution of social inclusive pedagogical design. Revista Fuentes, 21(2), 239-252. https://doi.org/10.12795/revistafuentes.2019.v21.i2.08
Link DOI | Link Google Scholar
Urrútia, G., & Bonfill, X. (2010). PRISMA declaration: A proposal to improve the publication of systematic reviews and meta-analyses. Medicina Cínica, 135(11), 507-511. https://doi.org/10.1016/j.medcli.2010.01.015
Link DOI | Link Google Scholar
Vayre, E., & Vonthron, A.M. (2019). Relational and psychological factors affecting exam participation and student achievement in online college courses. Internet and Higher Education, 43, 100671. https://doi.org/10.1016/j.iheduc.2018.07.001
Link DOI | Link Google Scholar
Velázquez-Sortino, M., Gómez-Zermeño, M.G., & Alemán-De-La-Garza, L. (2017). Interactions in a massive, online, open course (MOOC) for teacher’s. Proposal for a model of analysis. Digital Education Review, 31, 149-175. https://doi.org/10.1344/der.2017.31.149-175
Link DOI | Link Google Scholar
Veletsianos, G., & Shepherdson, P. (2016). A systematic analysis and synthesis of the empirical MOOC literature published in 2013-2015. International Review of Research in Open and Distance Learning, 17(2), 198-221. https://doi.org/10.19173/irrodl.v17i2.2448
Link DOI | Link Google Scholar
Watted, A., & Barak, M. (2018). Motivating factors of MOOC completers: Comparing between university-affiliated students and general participants. Internet and Higher Education, 37, 11-20. https://doi.org/10.1016/j.iheduc.2017.12.001
Link DOI | Link Google Scholar
Wong, J., Baars, M., Davis, D., Van Der Zee, T., Houben, G.J., & Paas, F. (2019). Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human-Computer Interaction, 35(4-5), 356-373. https://doi.org/10.1080/10447318.2018.1543084
Link DOI | Link Google Scholar
Wu, B. (2021). Influence of MOOC learners discussion forum social interactions on online reviews of MOOC. Education and Information Technologies, 26, 3483–3496. https://doi.org/10.1007/s10639-020-10412-z
Link DOI | Link Google Scholar
Xing, W., Tang, H., & Pei, B. (2019). Beyond positive and negative emotions: Looking into the role of achievement emotions in discussion forums of MOOCs. Internet and Higher Education, 43, 100690. https://doi.org/10.1016/j.iheduc.2019.100690
Link DOI | Link Google Scholar
Zainuddin, Z., Chu, S.K.W., Shujahat, M., & Perera, C.J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100326
Link DOI | Link Google Scholar
Zhang, J., Sziegat, H., Perris, K., & Zhou, C. (2019). More than access: MOOCs and changes in Chinese higher education. Learning, Media and Technology, 44(2), 108-123. https://doi.org/10.1080/17439884.2019.1602541
Link DOI | Link Google Scholar
Zhu, M., Bonk, C.J., & Doo, M.Y. (2020). Self-directed learning in MOOCs: Exploring the relationships among motivation, self-monitoring, and self-management. Educational Technology Research and Development, 68(5), 2073-2093. https://doi.org/10.1007/s11423-020-09747-8
Link DOI | Link Google Scholar
Zhu, M., Sari, A., & Lee, M.M. (2018). A systematic review of research methods and topics of the empirical MOOC literature (2014–2016). Internet and Higher Education, 37, 31-39. https://doi.org/10.1016/j.iheduc.2018.01.002
Link DOI | Link Google Scholar
Zhu, M., Sari, A.R., & Lee, M.M. (2020). A comprehensive systematic review of MOOC research: Research techniques, topics, and trends from 2009 to 2019. Educational Technology Research and Development, 68(4), 1685-1710. https://doi.org/10.1007/s11423-020-09798-x
Link DOI | Link Google Scholar
Ficha técnica
Recibido: 05-05-2021
Revisado: 10-07-2021
Aceptado: 15-07-2021
OnlineFirst: 15-10-2021
Fecha publicación: 01-01-2022
Tiempo de revisión del artículo : 66 (en días) | Media de tiempo de revisión de los manuscritos del número 70: 35 (en días)
Tiempo de aceptación del artículo: 71 (en días) | Media tiempo aceptación de los manuscritos del número 70: 66 (en días)
Tiempo de edición OnlineFirst: 196 (en días) | Media tiempo edición de los OnlineFirst del número 70: 191 (en días)
Tiempo de publicacicón final del artículo: 241 (en días) | Media tiempo de publicación final de los articulos del número 70: 236 (en días)
Métricas
Métricas de este artículo
Vistas: 29709
Lectura del abstract: 26176
Descargas del PDF: 3533
Métricas completas de Comunicar 70
Vistas: 429078
Lectura del abstract: 353936
Descargas del PDF: 75142
Citado por
Citas en Web of Science
Yu, ZG. Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic SUSTAINABILITY, 2022.
https://doi.org/10.3390/su14084388
Molina, OE. The Effects of WhatsApp and Telegram on Student Engagement: An Analysis from the Mixed-Methods Approach EDUCATION RESEARCH INTERNATIONAL, 2022.
https://doi.org/10.1155/2022/2881404
Juan-Lazaro, O and Area-Moreira, M. Self-regulation in e-learning with badges and e-portfolios: design based research CAMPUS VIRTUALES, 2022.
https://doi.org/10.54988/cv.2022.2.1130
Paola, VS; Brenda, FR; (...); Antonio, AVR. Analysis of scientific dissemination posts on Facebook from a social media approach 17th Iberian Conference on Information Systems and Technologies (CISTI), 2022.
Link Google Scholar
WOS:000943885200001. Delving into instructor-led feedback interventions informed by learning analytics in massive open online courses JOURNAL OF COMPUTER ASSISTED LEARNING, 2023.
https://doi.org/10.1111/jcal.12799
Romero-Cordova, JF and Munoz, RA. Learning competencies in MOOCs. A systematic literature review REVISTA LATINOAMERICANA DE TECNOLOGIA EDUCATIVA-RELATEC, 2023.
https://doi.org/10.17398/1695-288X.22.1.107
Mena, J; Estrada-Molina, O and Perez-Calvo, E. Teachers' Professional Training through Augmented Reality: A Literature Review EDUCATION SCIENCES, 2023.
https://doi.org/10.3390/educsci13050517
Langseth, ID; Jacobsen, DY and Haugsbakken, H. Institutional Entrepreneurship in Loosely Coupled Systems: The Subject Position of MOOC Entrepreneurs and Their Interpretive Struggles in a Norwegian Context TECHNOLOGY KNOWLEDGE AND LEARNING, 2023.
https://doi.org/10.1007/s10758-023-09647-9
Wu, B and Liu, LX. Personalized Hybrid Recommendation Algorithm for MOOCs Based on Learners' Dynamic Preferences and Multidimensional Capabilities APPLIED SCIENCES-BASEL, 2023.
https://doi.org/10.3390/app13095548
Fuentes-Cancell, DR; Aguaded, I and -Molina, OE. Information literacy and the common framework for teachers' digital competence: a systematic review ALOMA-REVISTA DE PSICOLOGIA CIENCIES DE L EDUCACIO I DE L ESPORT, 2023.
https://doi.org/10.51698/aloma.2023.41.1.35-49
Citas en Scopus
Yu, Z. . Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic), Sustainability (Switzerland), .
https://doi.org/10.3390/su14084388
Molina, O.E.. The Effects of WhatsApp and Telegram on Student Engagement: An Analysis from the Mixed-Methods Approach), Education Research International, .
https://doi.org/10.1155/2022/2881404
Fuentes-Cancell, D.-R., Estrada-Molina, O., Delgado-Yanes, N., Zambrano-Acosta, J.-M. . Experiences in the Training of Teaching Digital Competence for Using Digital Social Networks), Educational Process: International Journal, .
https://doi.org/10.22521/edupij.2022.114.1
Estrada-Molina, O. . A Systematic Mapping of Variables Studied in Research Related to Education in Informatics And Computing ), Journal of Engineering Education Transformations, .
https://doi.org/10.16920/jeet/2022/v36i2/22159
Paola, V.-S.E., Brenda, F.-R.L., Angélica, A.-V.M., (...), Félix Fernando, G.-N., Antonio, A.V.R.. Analysis of scientific dissemination posts on Facebook from a social media approach ), Iberian Conference on Information Systems and Technologies, CISTI 2022-June, .
https://doi.org/10.23919/CISTI54924.2022.9820291
Wu, B., Liu, L.. Personalized Hybrid Recommendation Algorithm for MOOCs Based on Learners’ Dynamic Preferences and Multidimensional Capabilities), Applied Sciences (Switzerland), .
https://doi.org/10.3390/app13095548
Langseth, I.D., Jacobsen, D.Y., Haugsbakken, H.. Institutional Entrepreneurship in Loosely Coupled Systems: The Subject Position of MOOC Entrepreneurs and Their Interpretive Struggles in a Norwegian Context), Technology, Knowledge and Learning, .
https://doi.org/10.1007/s10758-023-09647-9
Topali, P., Chounta, I.-A., Martínez-Monés, A., Dimitriadis, Y.. Delving into instructor-led feedback interventions informed by learning analytics in massive open online courses ), Journal of Computer Assisted Learning, .
https://doi.org/10.1111/jcal.12799
Mena, J., Estrada-Molina, O., Pérez-Calvo, E.. Teachers’ Professional Training through Augmented Reality: A Literature Review), Education Sciences, .
https://doi.org/10.3390/educsci13050517
Fuentes-Cancell, D.R., Aguaded, I., Estrada-Molina, O.. Information literacy and the common framework for teachers’ digital competence: a systematic review ), Aloma, .
https://doi.org/10.51698/aloma.2023.41.1.35-49
López-Martín, Á., Gómez-Calderón, B., Córdoba-Cabús, A.. Disinformation, on the rise: An analysis of the fake news on Spanish politics), VISUAL Review. International Visual Culture Review, .
https://doi.org/10.37467/revvisual.v10.4596
Citas en Google Scholar
Yu, Z. (2022). Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic. Sustainability, 14(8), 4388.
https://www.mdpi.com/2071-1050/14/8/4388
Estrada Molina, O. (2022). The Effects of WhatsApp and Telegram on Student Engagement: An Analysis from the Mixed-Methods Approach. Education Research International, 2022.
https://www.hindawi.com/journals/edri/2022/2881404/
Odiel Estrada-Molina, Universidad de las Ciencias Informáticas (Cuba)
