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Authors
Advisor(s)
Abstract(s)
During the last few years it has been observed a very rapid growth in the use of MOOCs
in higher education by Universities in Europe and elsewhere. The educational community
has come to a predominant view agreeing on the lack of quality of many of those courses
with regard to consolidated pedagogical principles, eLearning theories, and good
practices. Investments have been made both at national and international level, in
particular with regard to the issue of quality and formal accreditation in the use of
MOOCs granting a pathway to higher education. In order to achieve quality, frameworks
have been developed to support the creation of better quality and more effective MOOCs,
but there seems to be a lot of work still to be done. This paper aims to offer some
contributions to the development of frameworks for better quality and more effective
MOOCs design. Two empirical studies have been carried out addressing a MOOC funded
by the European Commission, whose main objective was to introduce school teachers the
some internet based pedagogical experiences which could be applied to their teaching
as blended practice. The first study consisted of an expert analysis where the researcher
took part as a participant/learner in the MOOC. The second consisted of an empirical
evaluation study of a group of brazilian school teachers taking part as learners in the
MOOC. Errors and difficulties by the participants were identified during the course and
analysed as a means to recommend improvements to the MOOC design, as well as to
bring about relevant information to the development of frameworks to support better
quality and more effective MOOCs design. The results have led to the observation that
although the particular MOOC under analysis has shown compliance to most of the high
level and theoretical pedagogical MOOCs principles, some important low level and
practical instructional design as well the system usability have not been received the
attention as required. This seems to have led to a high drop rate. In conclusion, this paper
supports the view that frameworks conceived as a tool to support MOOC design to meet
quality and effective learning experience, should include not only high level theories and
pedagogical principles (as most of they currently do), but also integrate the low level
instructional design as well as the user centred guidance.
Description
Keywords
Framework Quality assurance MOOCs sMOOC Model
Citation
Souza, Flávio Lemos de (2018).Teste e avaliação do Modelo sMOOC como suporte ao desenvolvimento de sMOOCs pelo professor em educação superior no Brasil, Relatório de Pós-Doutoramento em Educação a Distância e eLearning (EDeL), LE@D, Universidade Aberta.