Indicadors de qualitat pedagògica per al disseny d’un curs en línia massiu i obert d’actualització docent

Lorena Aleman de la Garza; Teresa Sancho Vinuesa; Marcela Georgina Gomez Zermeño

doi:10.7238/rusc.v12i1.2260

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DOI: https://doi.org/10.7238/rusc.v12i1.2260

Lorena Aleman de la Garza

Coordinator of Special Projects and Continuing Education, Monterrey Institute of Technology and Higher Education (ITESM), Mexico

Teresa Sancho Vinuesa

Lecturer and IN3 Researcher, Open University of Catalonia (UOC), Spain

Marcela Georgina Gomez Zermeño

Researcher-Lecturer, Director of the Education Research Center, Monterrey Institute of Technology and Higher Education (ITESM), Mexico

Massive Open Online Courses (MOOCs) have generated high expectations and revolutionized some educational practices by providing open educational resources for reference, usage and adaptation; therefore, their pedagogical quality is often questioned. The objective of this study is to identify indicators related to pedagogical, functional, technological and time factors in order to assess the quality of the MOOC entitled “Liderazgo en gestión educativa estratégica a través del uso de la tecnología” (Leadership in strategic educational management through the use of technology), offered as a teacher training program through Coursera to 10.161 participants. Via the Delphi method, a group of 55 experts agreed that time is a key factor to be considered in the design of learning activities. It was concluded that without measuring results, the success of a MOOC could not be evaluated; thus, institutions and consortia must establish evaluation indicators to focus their efforts on the enhancement of pedagogical quality. By providing relevant information, the learning potential of educational resources based on connectivist principles can be evaluated, and so can the quality of MOOCs. The goal is to contribute to a vision of a future in which everyone has access to a world-class education.

Keywords

Massive Open Online Courses, MOOC, evaluation, pedagogical quality, teacher training

How to Cite

Aleman de la Garza, Lorena et al. “Indicators of pedagogical quality for the design of a Massive Open Online Course for teacher training”. RUSC, Universities & Knowledge Society, 2015, vol.VOL 12, no. 1, pp. 104-18, doi:10.7238/rusc.v12i1.2260.

Author Biographies

Lorena Aleman de la Garza, Coordinator of Special Projects and Continuing Education, Monterrey Institute of Technology and Higher Education (ITESM), Mexico

Doctoral candidate on the Education and ICT (e-learning) doctoral program at the Open University of Catalonia (UOC), Spain. She holds a master’s degree, with honors, in Educational Institution Administration from ITESM, and a bachelor’s degree, with honors, in Business Administration from TecMilenio University, Mexico. She has worked as a postgraduate lecturer in the Graduate School of Education at ITESM on master’s degree programs in Educational Institution Administration, in Education and in Educational Technology. She is a member of the Research Chair in The School as a Knowledge Organization. She is the technical manager on educational research projects of the Mexican National Council of Science and Technology (CONACYT). She is the coordinator of university extension programs and special projects. Of note among these is the Higher Middle Education Teacher Training program (PROFORDEMS) and the New Teaching Profile diploma.

Instituto Tecnológico y de Estudios Superiores de Monterrey (ITESM)

Avda. Eugenio Garza Sada, 2501 Sur

Edificio CEDES, piso SS1

64849 Monterrey (Nuevo León)

Mexico

Teresa Sancho Vinuesa, Lecturer and IN3 Researcher, Open University of Catalonia (UOC), Spain

Vice-rector for Research and Innovation at the UOC. She holds a doctorate in Electronic Engineering and a bachelor’s degree in Mathematics. She is the principal researcher of the CIMANET (Online Science and Mathematics) RD&I group at the UOC. She has lectured in the field of numerical analysis, probability theory and stochastic processes at La Salle School of Engineering and Architecture, Spain. She has been a member of the TEXTO pedagogical and editorial team, and has coordinated Mathematics on Information Technology Studies at the UOC. She has been the academic coordinator and director of the doctoral program in Information and Knowledge Society at the UOC. She is currently responsible for the Mathematics subjects on the bachelor’s degree program in Technical Engineering and Telecommunications. She has been a researcher on the interdisciplinary research program on the Information Society in Catalonia (Project Internet Catalonia), jointly led by Manuel Castells and Imma Tubella; within this framework, she headed a study on changes occurring in Catalan universities by analyzing Internet use. She has now resumed her activities in the field of Mathematics teaching for Network-based Engineering.

Universitat Oberta de Catalunya (UOC)

Rambla del Poblenou, 156

08018 Barcelona

Spain

Marcela Georgina Gomez Zermeño, Researcher-Lecturer, Director of the Education Research Center, Monterrey Institute of Technology and Higher Education (ITESM), Mexico

She holds a doctorate in Educational Innovation from the Graduate School of Education at ITESM, and a master’s degree in Information and Communication Technology Engineering Sciences. INT-CITCOM, France Télécoms Higher Education. She also holds a bachelor’s degree in Computer and Administration Systems from ITESM. She is a tenured lecturer at the Graduate School of Education at ITESM on master’s degree programs in Education and in Educational Technology, and on the doctoral program in Educational Innovation. She is a member of the Research Chairs in The School as a Knowledge Organization and in Innovation in Technology and Education, and of the Mexican Education Research Council (COMIE). She is the technical manager on educational research projects of the Mexican National Council of Science and Technology (CONACYT) and on the ALFA program of the European Commission. She forms part of the National System of Researchers (SNI) Level 1.