MLS Communication Journal
Vol. 2 Núm. 1 (2024)
ISSN: 2792-9280
Relación engagement y la deserción académica en los MOOCS: síntesis de una investigación expo facto
Publicado May 2, 2024
Resumen
El estudio del engagement del estudiantado en el contexto de los MOOCs cobra vital importancia en la comunidad científica de la educación superior y posgraduada pues contribuye a elevar el rendimiento académico. Sin embargo, es conocido a nivel internacional su alta deserción académica. Por tal motivo, los objetivos de este estudio son determinar a partir de un estudio teórico cuáles son las variables del engagement que influyen en la deserción académica en los MOOCs y, describir a partir del análisis de un cuestionario las valoraciones de los docentes participantes. Para ello se platearon las siguientes preguntas de la investigación: ¿cuáles son las variables más estudiadas desde el engagement para contribuir a disminuir la tasa de deserción en los MOOCs? ¿Cuáles son, a criterios de docentes universitarios, las variables que contribuyen a disminuir la tasa de deserción en los MOOCs? Para lograr los objetivos, se desarrolló una investigación mixta (revisión sistemática y una encuesta) y se diseñaron y validaron instrumentos para la obtención de información. La muestra de tipo intencional, la conformaron profesores universitarios de dos países. Los resultados muestran que las principales variables son: la privacidad de los datos; el diseño de foros, la democratización de la educación, la gamificación, la satisfacción y, la calidad percibida. Se concluye el artículo con recomendaciones didácticas y pedagógicas para desarrollar el engagement.
Palabras clave:
Engagement, Educomunicación, Deserción académica
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Cómo citar
Estrada Molina, O. (2024). Relación engagement y la deserción académica en los MOOCS: síntesis de una investigación expo facto. MLS Communication Journal, 2(1). https://doi.org/10.69620/mlscj.v2i1.2702
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Biografía del autor/a
Odiel Estrada Molina, Universidad de Valladolid
Doctor en Educación. Profesor del Departamento de Pedagogía de la Universidad de ValladolidCitas
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Fuentes-Cancell, D. R., 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
Florou, A., Liagkou, V., & Stylios, C. (2024). Enhancing Competence-Based Job Skills Through Moodle: A Paradigm Shift in MOOC Applications. En Lecture notes in networks and systems (pp. 585-596). https://doi.org/10.1007/978-3-031-53598-7_52
Gamage, D., Perera, I., & Fernando, S. (2020). MOOCs Lack Interactivity and Collaborativeness: Evaluating MOOC Platforms. International Journal Of Engineering Pedagogy (iJEP), 10(2), 94. https://doi.org/10.3991/ijep.v10i2.11886
Gené, O. B., Núñez, M. M., & Fidalgo-Blanco, Á. (2014). Gamification in MOOC. In TEEM ’14: Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM Digital Library. https://doi.org/10.1145/2669711.2669902
Goopio, J., & Cheung, C. (2020). The MOOC dropout phenomenon and retention strategies. Journal Of Teaching In Travel & Tourism, 21(2), 177-197. https://doi.org/10.1080/15313220.2020.1809050
Granda Dihigo, A., Estrada-Molina, O., & Gómez León, Y. (2023). Formación profesional desde Facebook: estudio de caso en la Universidad de las Ciencias Informáticas, Cuba. Revista Cubana De Educación Superior, 42(Especial 3), 158–173. https://revistas.uh.cu/rces/article/view/8499
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
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, 256-291. https://doi.org/10.19173/IRRODL.V21I4.4643
Khalil, H. & Ebner, M. (2014). MOOCs Completion Rates and Possible Methods to Improve Retention - A Literature Review. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1305-1313). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/147656/
lturkistani, A., Lam, C., Foley, K., Stenfors, T., Blum, E.R., Velthoven, M.H.V., & Meinert, E. (2020). Massive Open Online Course evaluation methods: Systematic review. Journal of Medical Internet Research, 22(4).
Li, S., Zhao, Y., Guo, L., Ren, M., Li, J., Zhang, L., & Li, K. (2024). Quantification and prediction of engagement: Applied to personalized course recommendation to reduce dropout in MOOCs. Information Processing And Management, 61(1), 103536. https://doi.org/10.1016/j.ipm.2023.103536
Liyanagunawardena, T. R., Parslow, P., & Williams, S. A. (2014). Dropout: MOOC participants’ perspective. In U. Kress, & C. Delgado Kloos (Eds.). In Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 95–100). Lausanne: eLearning Papers.
Lazarinis, F., Panagiotakopoulos, T., & Kameas, A. (2024). Design and evaluation of a mooc on the internet of things to upskill adult educators. INTED Proceedings. https://doi.org/10.21125/inted.2024.1002
Löh, H., Van Jaarsveld, G. M., Mesutoğlu, C., & Baars, M. (2024). Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review. Frontiers In Education, 9. https://doi.org/10.3389/feduc.2024.1345205
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Castillo-Abdul, B., Del Río, M. B., & Civila, S. (2021). El engagement de participantes en MOOC (Massive Open Online Courses): análisis del diseño instruccional y elementos alternativos. Bellaterra Journal of Teaching & Learning Language & Literature, 14(3), e944. https://doi.org/10.5565/rev/jtl3.944
Cheng, Y. (2023). What makes learners enhance learning outcomes in MOOCs? Exploring the roles of gamification and personalization. Interactive Technology And Smart Education. https://doi.org/10.1108/itse-05-2023-0097
Chen, C., Lee, C., & Hsiao, K. (2018). Comparing the determinants of non-MOOC and MOOC continuance intention in Taiwan. Library Hi Tech, 36(4), 705-719. https://doi.org/10.1108/lht-11-2016-0129
Cohen, J. (1960). A Coefficient of Agreement for Nominal Scales. Educational And Psychological Measurement, 20(1), 37-46. https://doi.org/10.1177/001316446002000104
Dalipi, F., Zdravkova, K., & Ahlgren, F. (2021). Sentiment Analysis of Students’ Feedback in MOOCs: A Systematic Literature Review. Frontiers In Artificial Intelligence, 4. https://doi.org/10.3389/frai.2021.728708
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
Deng, R. (2023). Effect of video styles on learner engagement in MOOCs. Technology, Pedagogy And Education, 1-21. https://doi.org/10.1080/1475939x.2023.2246981
Ding, Y., & Shen, H. (2019). Delving into learner autonomy in an EFL MOOC in China: a case study. Computer Assisted Language Learning, 35(3), 247-269. https://doi.org/10.1080/09588221.2019.1681464
Duan, T., & Wu, B. (2023). The student self-assessment paradigm in MOOC: An example in Chinese higher education. Comunicar, 31(75), 115-128. https://doi.org/10.3916/c75-2023-09
Eglseer, D. (2023). Development and evaluation of a Massive Open Online Course (MOOC) for healthcare professionals on malnutrition in older adults. Nurse Education Today, 123, 105741. https://doi.org/10.1016/j.nedt.2023.105741
Er, E., Gómez‐Sánchez, E., Bote‐Lorenzo, M. L., Dimitriadis, Y., & Αsensio-Pérez, J. I. (2019). Generating actionable predictions regarding MOOC learners’ engagement in peer reviews. Behaviour & Information Technology, 39(12), 1356-1373. https://doi.org/10.1080/0144929x.2019.1669222
Estrada-Molina, O., Repiso Caballero, R., & Aguaded, I. (2024). Estudio bibliométrico sobre la Educación de Calidad. Revista De Educación, 1(404), 139–167. https://doi.org/10.4438/1988-592X-RE-2024-404-622
Estrada-Molina, O. (2022). The effects of WhatsApp and Telegram on student engagement: An analysis from the Mixed-Methods Approach. Education Research International, 2022, 1-14. https://doi.org/10.1155/2022/2881404
Estrada-Molina, O., & Fuentes-Cancell, D. (2022). Engagement and desertion in MOOCs: Systematic review. Comunicar, 30 (70), 111-124. https://doi.org/10.3916/C70-2022-09
Estrada-Molina, O., Fuentes Cancell, D. R., & García Hernández, A. (2021). Elengagementen la educación virtual: experiencias durante la pandemia COVID-19. Texto Livre, 14(2), e33936. https://doi.org/10.35699/1983-3652.2021.33936
Estrada-Molina, O., Guerrero-Proenza, R. S., & Fuentes-Cancell, D. R. (2022). Las competencias digitales en el desarrollo profesional: un estudio desde las redes sociales. Education in the Knowledge Society (EKS), 23. https://doi.org/10.14201/eks.26763
Fernández Alemán, M. A., & Estrada-Molina, O. (2024). La educación en línea en la educación médica superior. Acciones para la formación en Neurofisiología clínica en Cuba. En C. Llorente Cejudo, R. Barragán-Sánchez, N. Pérez Rodríguez, & L. Martín Párraga (Eds.), Enseñanza e innovación educativa en el ámbito universitario. Dykinson. https://www.dykinson.com/libros/ensenanza-e-innovacion-educativa-en-el-ambito-universitario/9788410700185/
Fuentes-Cancell, D. R., 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
Florou, A., Liagkou, V., & Stylios, C. (2024). Enhancing Competence-Based Job Skills Through Moodle: A Paradigm Shift in MOOC Applications. En Lecture notes in networks and systems (pp. 585-596). https://doi.org/10.1007/978-3-031-53598-7_52
Gamage, D., Perera, I., & Fernando, S. (2020). MOOCs Lack Interactivity and Collaborativeness: Evaluating MOOC Platforms. International Journal Of Engineering Pedagogy (iJEP), 10(2), 94. https://doi.org/10.3991/ijep.v10i2.11886
Gené, O. B., Núñez, M. M., & Fidalgo-Blanco, Á. (2014). Gamification in MOOC. In TEEM ’14: Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality. ACM Digital Library. https://doi.org/10.1145/2669711.2669902
Goopio, J., & Cheung, C. (2020). The MOOC dropout phenomenon and retention strategies. Journal Of Teaching In Travel & Tourism, 21(2), 177-197. https://doi.org/10.1080/15313220.2020.1809050
Granda Dihigo, A., Estrada-Molina, O., & Gómez León, Y. (2023). Formación profesional desde Facebook: estudio de caso en la Universidad de las Ciencias Informáticas, Cuba. Revista Cubana De Educación Superior, 42(Especial 3), 158–173. https://revistas.uh.cu/rces/article/view/8499
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
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, 256-291. https://doi.org/10.19173/IRRODL.V21I4.4643
Khalil, H. & Ebner, M. (2014). MOOCs Completion Rates and Possible Methods to Improve Retention - A Literature Review. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 1305-1313). Tampere, Finland: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/147656/
lturkistani, A., Lam, C., Foley, K., Stenfors, T., Blum, E.R., Velthoven, M.H.V., & Meinert, E. (2020). Massive Open Online Course evaluation methods: Systematic review. Journal of Medical Internet Research, 22(4).
Li, S., Zhao, Y., Guo, L., Ren, M., Li, J., Zhang, L., & Li, K. (2024). Quantification and prediction of engagement: Applied to personalized course recommendation to reduce dropout in MOOCs. Information Processing And Management, 61(1), 103536. https://doi.org/10.1016/j.ipm.2023.103536
Liyanagunawardena, T. R., Parslow, P., & Williams, S. A. (2014). Dropout: MOOC participants’ perspective. In U. Kress, & C. Delgado Kloos (Eds.). In Proceedings of the European MOOC Stakeholder Summit 2014 (pp. 95–100). Lausanne: eLearning Papers.
Lazarinis, F., Panagiotakopoulos, T., & Kameas, A. (2024). Design and evaluation of a mooc on the internet of things to upskill adult educators. INTED Proceedings. https://doi.org/10.21125/inted.2024.1002
Löh, H., Van Jaarsveld, G. M., Mesutoğlu, C., & Baars, M. (2024). Supporting social interactions to improve MOOC participants’ learning outcomes: a literature review. Frontiers In Education, 9. https://doi.org/10.3389/feduc.2024.1345205
Mateo, J. (2004). La investigación ex post-facto. En R. Bisquerra (Ed.), Metodología de la investigación educativa (pp. 195-230). La Muralla.
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
Mena, J., Flores, M. A., Fernandes, E., & Molina, O. E. (2024). Critical incidents as a strategy to enhance student teachers’ reflection about practice through immersive learning. Reflective Practice, 25 (3), 406-425. https://doi.org/10.1080/14623943.2024.2321500
Molina, O. E. (2023). La educación mediática y la nube informacional: necesidad y retos actuales. IPSA Scientia, Revista Científica Multidisciplinaria, 8(1), 8-9. https://doi.org/10.25214/27114406.1595
Ramírez-Fernández, M. B. (2015). La valoración de MOOC: Una perspectiva de calidad. RIED: Revista Iberoamericana de Educación A Distancia, 18(2). https://doi.org/10.5944/ried.18.2.13777
Ratnasari, W., Chou, T., & Huang, C. (2024). From hype to reality: the changing landscape of MOOC research. Library Hi Tech. https://doi.org/10.1108/lht-07-2023-0320
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