Abstract
SummaryThis article presents a study of the participants of a Small Private Online Course (SPOC) entitled “The Didactic Programming: Elements and Process of Elaboration” at the University of Málaga (Spain). Since the concept was first introduced in 2013, SPOCs have been progressively implemented in higher education. They were conceived to succeed where Massive Open Online Courses (MOOCs) failed, namely in the high drop-out rate. Using a descriptive method, a questionnaire was designed to collect data on the individual characteristics of the University students participating in the SPOC, the degree of satisfaction they expressed at the end of the training process and their opinion regarding class-based courses. The completion rate was 78.7%, and 70.6% of them had previously undertaken online training activities. All the sections of the course (objectives, contents, evaluation, etc.) were favourably evaluated by more than 85% of the participants, as well as their preference for online training.
Highlights
For a long time, technological advances have meant a major challenge and transformation for universities, which are trying to take advantage of the advances offered by technology.the pace at which these advances have been introduced into class-based teaching has never been in line with the evolution of technology, not least because teachers are not fully convinced that they will improve students’ learning achievements or their school performance (Freitas & Paredes, 2018; Rodríguez, Olaskoaga, & Marúm, 2017).Despite this, distance education in general (900% worldwide since 2000 - Muñiz, 2017) has not stopped growing
Ruiz-Palmero et al International Journal of Educational Technology in Higher Education (2020) 17:27 and tasks automatically graded by the learning management system (LMS) in which it is hosted or by other students enrolled in the same course
Instructions on how to access the course location on the LMS were sent to the 160 admitted participants, out of which:
Summary
Technological advances have meant a major challenge and transformation for universities, which are trying to take advantage of the advances offered by technology.the pace at which these advances have been introduced into class-based teaching has never been in line with the evolution of technology, not least because teachers are not fully convinced that they will improve students’ learning achievements or their school performance (Freitas & Paredes, 2018; Rodríguez, Olaskoaga, & Marúm, 2017).Despite this, distance education in general (900% worldwide since 2000 - Muñiz, 2017) has not stopped growing. The increase is similar in the university environment: according to data from the Spanish Ministry of Education and Vocational Training (MEFP), in 2018 69.2% of new university students took class-based courses, while 30.8% opted for distance education. This is where we can find MOOCs, which are basically free online courses that combine lectures in audio or video format (of no more than 10 to 15 min), text documents. Ruiz-Palmero et al International Journal of Educational Technology in Higher Education (2020) 17:27 and tasks automatically graded by the learning management system (LMS) in which it is hosted or by other students enrolled in the same course. The massification and heterogeneity of the people enrolled are basic characteristics of MOOCs (Garcia, Fidalgo, & Sein, 2017)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Educational Technology in Higher Education
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
