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- Social engagement and motivation in a MOOC on school librariesPublication . Bastos, Glória; Cabral, Pedro Barbosa; Rocio, VitorThis paper explores two editions of a MOOC delivered at Universidade Aberta’s “AULAbERTA” (Open Class) platform. This platform offers different kinds of open learning paths and concerning specifically the MOOC learning path it is relevant to understand if the pedagogical model and the strategy achieve the desired results: (i) to improve education and enlarge the access to knowledge; (ii) to deliver high quality open and online education in Portuguese. The methodology used was based on a cross analysis of learner activity statistics against certain characteristics of the participants’ profile like profession and motivations. Four categories of participants were identified and some aspects of their behaviours and engagement in the MOOC were examined, providing some insights concerning the level of participation and interaction. These elements can help us to understand some differences in the learning experiences connected with internal and external motivations and also how participants appreciate the online experience and course design.
- How about increasing the student-student interaction in a MOOC to provide a more satisfying educational experience?Publication . Cabral, Pedro Barbosa; van Valkenburg, WillemIn this study, we investigated if students are likely to achieve different levels of satisfaction depending on the interaction intensity (student-student, student-content, or student-teacher interaction) in a MOOC.
- The impact of a research-based institutional strategy for opening Up educational practices: the case of the MOOC-Maker ProjectPublication . Cabral, Pedro Barbosa; Paz, João; Teixeira, AntónioThe MOOC-Maker project aimed to research on initiatives related to the development of management capacities in massive open online courses (MOOC). This paper presents the main experiences of the partner institutions in the MOOCMaker project and describes the improvements achieved by the partner institutions in what concerns the design, development, and implementation ofMOOC as a result of the research-based approach used in the project. In terms of methodology, we used content analysis of the different deliverables produced in the framework of the MOOC-Maker project and of the data retrieved from a dedicated survey sent to all partners. The paper elaborates on the definition, evolution, and major trends of MOOC, and open education, with particular emphasis on Latin America, characterizes the partner institutions, presents the main outcomes of the project, and finally, states a series of recommendations for quality improvement regarding the different phases of the MOOC production cycle: institutional planning, learning design, quality assurance, and certification procedures.