MASIVE OPEN ONLINE COURSE (MOOC): EXPERIENCES IN UNIVERSITY TEACHER TRAINING
DOI:
https://doi.org/10.22481/rbba.v1i02.7796Keywords:
MOOC, Teacher Training, Experience stories, ICTAbstract
This article aims to identify the educational experiences of MOOC in the training of university teachers through web-based academic publications. This study is carried out in order to know what results were obtained with this educational modality in the training of university teachers, given the growing Masive Open Online Course experienced in recent years. Therefore, a working methodology that identifies and uses key descriptors with Boolean operators in the Google Scholar search engine and SciELO database to direct the search for articles related to a thematic selection to a larger selection of according to the proposed inclusion and exclusion criteria, which allowed us to build a state of the art on the subject. Therefore, several types of MOOCs were identified, with several proposals for participation and communication in the educational community, presenting many of the differences between the objectives, the methodologies and the results found. Thus, we conclude that this modality is a powerful tool that provides a valuable channel for the exchange of content and knowledge, despite the weaknesses of the model in its implementation process.
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