Los MOOC en la Educación Superior. Un análisis comparativo de plataformas

  1. Antonio Hilario Martín Padilla 1
  2. Miguel Baldomero Ramírez Fernández 1
  1. 1 Universidad Pablo de Olavide (Sevilla, España)
Journal:
Hekademos: revista educativa digital

ISSN: 1989-3558

Year of publication: 2016

Issue: 21

Pages: 7-18

Type: Article

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Abstract

The onset of the MOOCs in the different fields of Education and Training has been unstoppable (Cormier & Siemens, 2010; Siemens, 2012; Downes, 2012, 2013; Yuan & Powell, 2013; Dillenbourg, et al., 2014; Daniel, Vázquez-Cano, & Gisbert, 2015). The Horizon Report, leaded by New Media Consortium and Educause, provides a prospective study about the use of technologies and future educational trends in different countries. In its ninth edition (Johnson et al., 2013), it specifically highlight the impact of MOOCs in the current educational landscape. Moreover, the Iberoamerican edition oriented to Higher Education, a joint initiative of the "eLearn Center" of the UOC and the New Media Consortium, indicates that the "massive open courses" will be introduced in our Higher Education institutions in the far-term horizon of four to five years (Durall et al., 2012). This new method of open, massive and online expansion of knowledge, which is part of the new educational frameworks of most of the universities of international standing, can set itself up as the transforming element of the classrooms, which on the contrary are limited in time and space, as well as frequently reserved to social elites. In this work we perform an analysis of the most used platforms, with reference to the Scopeo report (2013).

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