Massive Open Online Courses in the Initial Training of Social Science Teachers: Experiences, Methodological Conceptions, and Technological Use for Sustainable Development

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Abstract

This article analyzes, on the one hand, the perception of future teachers (n = 162) on the degree of acquisition of the Digital Teaching Competition (CCD) in the teachers’ formative contexts. On the other hand, this article analyzes future teachers’ social representations about the potential contribution of educational technologies, in particular the massive open online courses (MOOCs), to comply with the Sustainable Development Goals (SDGs). A questionnaire validated by three Spanish universities is applied, and a quantitative analysis of the data is used. The results obtained inform the educational need to transfer the progress and generalization of information and communication technologies (ICT) for education for sustainable development in teacher training curricula.

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A pedagogy of abundance or a pedagogy to support human beings? Participant support on massive open online courses

Rita Kop, Hélène Fournier, John Mak (2011)

This paper examines how emergent technologies could influence the design of learning environments. It will pay particular attention to the roles of educators and learners in creating networked learning experiences on massive open online courses (MOOCs). The research shows that it is possible to move from a pedagogy of abundance to a pedagogy that supports human beings in their learning through the active creation of resources and learning places by both learners and course facilitators. This pedagogy is based on the building of connections, collaborations, and the exchange of resources between people, the building of a community of learners, and the harnessing of information flows on networks. This resonates with the notion of emergent learning as learning in which actors and system co-evolve within a MOOC and where the level of presence of actors on the MOOC influences learning outcomes.

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Muestra en investigación cuantitativa

Juan Carlos Argibay (2009)

En el siguiente artículo se abordan cuestiones relacionadas con el tema de la "muestra" en investigaciones cuantitativas. Se comentan los requisitos necesarios para que una muestra pueda ser considerada representativa. Se plantean las diferencias entre muestreos probabilísticos y no probabilísticos, se analizan las cuestiones de orden práctico que hacen que en investigación muchas veces se utilicen muestras incidentales y cómo esto puede afectar -o no- la validez externa de los distintos tipos de métodos de investigación cuantitativos y qué otros recursos se pueden utilizar para minimizar ese problema. Se discute también cómo el tamaño de la muestra excede el tema de la representatividad de la misma y se plantea cómo está vinculado con cuestiones metodológico- estadísticas. Se explica por qué la cantidad de sujetos que componen la muestra es un tema importante en distintas investigaciones y cómo el tamaño de la muestra se vincula con la significación estadística.