Self-motivation challenges for student involvement in the Open Educational Movement with MOOC
GarcÃa Espinosa, Brenda Jeanett · Tenorio Sepúlveda, Gloria Concepción · RamÃrez Montoya, MarÃa Soledad
Translated title | Retos de automotivación para el involucramiento de estudiantes en el movimiento educativo abierto con MOOC |
Published | January 2015 |
Journal | RUSC. Universities and Knowledge Society Journal Volume 12, Issue 1, Pages 91-103 |
Original Publication | Revista de Universidad y Sociedad del Conocimiento |
Country | Spain |
ABSTRACT
This article attempts to answer the questions: What are the challenges, problems and obstacles of involving less self-motivated students in MOOCs and how do they relate to their learning connectivism? The correlations between connectivism and contextualized learning through a formative experience of the Open Educational Movement was analyzed in order to propose strategies that result in greater perseverance, active participation and retention of less self-motivated students in MOOCs. A mixed method approach was used to survey students, interview students and coordinators, and analyze relevant documents. The findings were classified as (1) Challenges: self-motivation, self-regulation abilities, extra time invested, release requirements, goals and inductive activities before the course opening, unsatisfactory identification of students, difficult activities, feedback monitoring and a platform incompatible with balancing its use with that of social networks; (2) Problems: limited information and communication technology skills, difficult feedback research in forums, uncertain peer feedback when not theory-based or scaffolded by teachers, scarce theoretical support in evidence portfolios and a lack of means to help low self-motivated or self-regulated students; (3) Main contextual obstacles: some students cannot count on their employers’ support or continuous technology access, some students basic wellbeing needs are not met, and inability to contextualize learning; (4) Connectivism: students’ motivation in the MOOC content and their expanding knowledge networks. Based on these findings, a MOOC design requirement template aimed at supporting students’ self-motivation and self-regulation through connectivism is provided.Este artÃculo indagó la siguiente cuestión: ¿cuáles son los desafÃos, problemas y obstáculos para involucrar a los estudiantes menos automotivados en los MOOC y cómo se relacionan con el conectivismo de sus aprendizajes? El objetivo fue analizar las correlaciones entre el conectivismo y el aprendizaje estudiantil contextualizado, en una experiencia formativa del movimiento educativo abierto, con el fin de aportar estrategias que generen mayor perseverancia de estos estudiantes, participación activa y retención estudiantil. El método de estudio fue mixto, con aplicación de encuestas a estudiantes, entrevistas a alumnos y maestros, asà como el análisis de documentos significativos. Los hallazgos se clasificaron en: (1) DesafÃos: requerimiento de habilidades de automotivación, autorregulación y tiempo adicional por parte de algunos alumnos, difÃcil monitoreo de retroalimentaciones y actividades, falta de liberación anticipada de requerimientos, objetivos y actividades de inducción, deficiente identificación de alumnos observadores e incompatibilidad entre la plataforma y el uso de redes sociales; (2) Problemas: baja apropiación tecnológica de participantes, difÃcil búsqueda de retroalimentaciones especÃficas en los foros, portafolios de evidencias sin fundamento teórico y falta de recursos de ayuda para estudiantes de baja automotivación y autorregulación; (3) Obstáculos: falta de apoyo de los centros de trabajo para los participantes del MOOC y de acceso continuo a recursos digitales, incumplimiento de las necesidades personales básicas de los estudiantes sobre bienestar y el no contextualizar nuevos saberes; (4) Conectivismo: motivación de los participantes en sus contenidos e incremento de sus redes de saber. Con base en estos hallazgos se aporta una plantilla con requisitos de diseño de MOOC, enfocado a la automotivación y autorregulación estudiantil mediante el conectivismo.
Keywords | aprendizaje contextualizado · automotivación · conectivismo · connectivism · contextualized learning · e-learning · movimiento educativo abierto · open education movement · self-motivation |
Published at | Barcelona |
Language | English and Spanish |
ISSN | 1698-580X |
Refereed | Yes |
Rights | by/3.0/es/deed.en |
DOI | 10.7238/rusc.v12i1.2185 |
Other information | RUSC. Rev. de Univ. y Soc. del Con. |
Export options | BibTex · EndNote · Tagged XML · Google Scholar |
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