Guidelines for the design of Massive Online Open Courses (MOOC) in Electronic Engineering

DOI: https://doi.org/10.31908/19098367.3276
Keywords: Massive Online Open Courses, MOOC, e-learning, virtual learning, blended-learning, flipped classroom

Abstract

Massive online open courses (MOOC) are new educational trends that, in the past five years, have drawn the attention of the most important institutions worldwide. However, there is not consensus in the literature about the role that this tool will play in higher education in the near future. This work carries out an extensive revision of the scientific literature on MOOCs with the aim of identifying the trends and guidelines for their development. Although this study is framed in the scope of electronics engineering, the results and findings are applicable to other fields of engineering and branches of knowledge. This review allows to identify the areas with higher potential of impact and visibility within the development of MOOCs, as well as the challenges and strategies for the design of their contents.

Downloads

Download data is not yet available.

Author Biographies

S. Pertuz, Universidad Industrial de Santander

Recibió el título de Ingeniero Electrónico (2007) de la Universidad Industrial de Santander (Bucaramanga, Colombia) y los títulos de máster (2009) y doctorado (2013) en Ingeniería Informática de la Universidad Rovira i Virgili (Tarragona, España). En el 2013 se vinculó como investigador posdoctoral al Computational Breast Imaging Group de la Universidad de Pensilvania (Filadelfia, USA). En 2014 se vinculó a la Universidad Industrial de Santander como docente de tiempo completo adscrito a la Escuela de Ingenierías Eléctrica, Electrónica y Telecomunicaciones donde imparte los cursos de tratamiento de señales discretas y procesamiento digital de imágenes. Sus líneas de investigación son la visión artificial, el procesamiento de imágenes y la imagen biomédica.

Jorge Iván Torres, Universidad Industrial de Santander

Recibió el título de Ingeniero de Sistemas (2012) y Magister en Pedagogía (2016) de la Universidad Industrial de Santander (Bucaramanga, Colombia). Entre las líneas de investigación en las que se desempeña se encuentran: competencias informacionales, sistematización de experiencias educativas en educación superior, TIC en educación y estrategias de enseñanza, aprendizaje y evaluación. Actualmente es profesional de la Vicerrectoría Académica de la Universidad Industrial de Santander, adscrito al Centro para el Desarrollo de la Docencia –CEDEDUIS en la Universidad Industrial de Santander. Así mismo es el administrador del aula virtual de aprendizaje institucional y miembro del Equipo Líder en TIC –ELTIC de la Universidad. Es orientador de cursos de perfeccionamiento docente con incorporación de TIC como apoyo a los procesos educativos y asesor y evaluador de proyectos de pregrado y posgrado que involucran las TIC aplicadas a la educación.

References

J. M. Spector, «Remarks on MOOCS & mini-MOOCS,» Educational Technology Research and Development, vol. 62, nº 3, pp. 385-392, 2014.

L. Pappano, «The year of the MOOC,» The New York Times, 02 Nov 2012.

J. Haber, MOOCs, Cambridge: The MIT press, 2014.

J. Kay, P. Reimann, E. Diebold y B. Kumerfeld, «MOOCs: so many learners, so much potential...,» IEEE Intelligent systems, vol. 28, nº 3, pp. 70-77, 2013.

K. Pretz, «Ten technologies that could change the world by 2021,» IEEE The Institute, 12 Nov 2014.

J. Noonan y M. Coral, «Education, social interaction, and material co-presence: against virtual pedagogical reality,» Interchange, vol. 44, nº 1, pp. 31-43, 2013.

S. Haggard, «The maturing of the MOOC,» Department of business and innovation skills, 2013.

T. Liyanagunawardena, A. Adams y S. Williams, «MOOCs: a systematic study of the published literature 2008-2012,» The International Review of Research in Open and Distributed Learning, vol. 14, nº 3, pp. 202-227, 2013.

J. R. Young, «When professors print their own diplomas who needs universities,» Chronicles of higher education, vol. 55, nº 6, 2008.

D. H. Johnson, «Teaching a MOOC: experiences from the front line,» de IEEE Digital Signal Processing and Signal Processing Education Meeting, 2013.

F. Garcia, G. Diaz, M. Tawfik, S. Martin, E. Sancristobal y M. Castro, «A practice-based MOOC for learning electronics,» de Global Engineering Education Conference, 2014.

D. H. Johnson, P. Prandoni, P. C. Pinto y M. Vetterli, «Teaching signal processing online: a report from the trenches,» de IEEE International Conference on Acoustics, Speech and Signal Processing, 2013.

L. Stuchlikova y A. Kosa, «Massive Open Online Courses: challenges and solutions in engineering education,» de IEEE International Conference on Emerging eLearning Technologies and applications, 2013.

E. Rutz, «A MOOC with a business plan,» de ASEE Annual Conference and Exposition, 2014.

E. L. Burd, S. P. Smith y S. Reisman, «Exploring Business Models for MOOCs in Higher Education,» Innovative Higher Education, vol. 40, nº 1, pp. 37-49, 2015.

H. G. Sanchez, «Diseño de cursos virtuales: propuesta pedagógica fundamentada en un aprendizaje significativo,» Entre Ciencia e Ingeniería, vol. 3, nº 6, pp. 96-111, 2009.

W. Krauth, «Coming home from a MOOC,» Computing in Science Engineering, vol. 17, nº 2, pp. 91-95, 2015.

D. A. Bligh, What’s the use of lectures, Jossey-Bass publishers, 2000.

P. J. Guo, J. Kim y R. Rubin, «How video production affects student engagement: an empirical study of MOOC videos,» de ACM Conference on Learning @ Scale Conference, New York, 2014.

N. Mamgain, A. Sharma y P. Goyal, «Learner’s perspective on video-viewing features offered by MOOC providers: Coursera and edX,» de IEEE International Conference on MOOC, Innovation and Technology in Education, 2014.

B. D. Homer, L. P. Jan y L. Blake, «The effects of video on cognitive load and social presence in multimedia-learning,» Computers in Human Behavior, vol. 24, nº 3, pp. 786-797, 2008.

D. Diaz, R. Ramirez y D. Hernandez, «The effect of using a taking head in academic videos: an EEG study,» de IEEE International Conference on Advanced Learning Technologies, 2015.

A. M. F. Yousef, M. A. Chatti, U. Schroeder y M. Wosnitza, «What drives a successful MOOC? An empirical examination of criteria to assure design quality of MOOCs,» de IEEE international Conference on Advanced Learning Technologies, 2014.

T. Daradoumis, R. Bassi, F. Xhafa y S. Caballe, «A Review on Massive E-Learning MOOC Design, Delivery and Assessment,» de International Conference on P2P, Parallel, Grid, Cloud and Internet Computing 3PGCIC, 2013.

C. Willems, J. Jasper y C. Meinel, «Introducing hands-on experience to a Massive Open Online Course on openHPI,» de IEEE International Conference on Teaching, Assessment and Learning for Engineering, 2013.

A. Drummond, Y. Lu, S. Chaudhuri, C. Jermaine, J. Warren y S. Rixner, «Learning to Grade Student Programs in a Massive Open Online Course,» de IEEE International Conference on Data Mining, 2014.

B. Cheang, A. Kurnia, A. Lim y W.-C. Oon, «On automated grading of programming assignments in an academic institution,» Computers & Education, vol. 41, nº 2, pp. 121-131, 2003.

F. Al-Shamsi y A. Elnagar, «An intelligent assessment tool for student’s java submissions in introductory programming courses,» Journal of Intelligent learning systems and applications, vol. 4, nº 1, pp. 59-69, 2012.

T. Wang, X. Su, Y. Wang y P. Ma, «Semantic similarity-based grading of student programs,» Information and Software Technology, vol. 49, nº 2, pp. 99-107, 2007.

V. Potkonjak, M. Vukobratovic, K. Jovanovic y M. Medenica, «Virtual Mechatronic Robotic laboratory - A step further in distance learning,» Computers & Education, vol. 55, nº 2, pp. 465-475, 2010.

C. A. Jara, F. A. Candelas, S. T. Puente y F. Torres, «Hands-on experiences of undergraduate students in Automatics and Robotics using a virtual and remote laboratory,» Computers & Education, vol. 57, nº 4, pp. 2451-2461, 2011.

A. Rojko, D. Hercog y K. Jezernik, «Power Engineering and Motion Control Web Laboratory: Design, Implementation, and Evaluation of Mechatronics Course,» IEEE Transactions on Industrial Electronics, vol. 57, nº 10, pp. 3343-3354, 2010.

M. Tawfik, E. Sancristobal, S. Martin, R. Gil, G. Diaz, A. Colmenar, J. Peire, M. Castro, K. Nilsson, J. Zackrisson, L. Hakansson y I. Gustavsson, «Virtual Instrument Systems in Reality (VISIR) for Remote Wiring and Measurement of Electronic Circuits on Breadboard,» IEEE Transactions on Learning Technologies, vol. 6, nº 1, pp. 60-72, 2013.

Brinton, C., Chiang, M., Jain, S., Lam, H., Liu, Z., & Wong, F. (2014). «Learning about social learning in moocs: From statistical analysis to generative model» IEEE Transactions on Learning Technologies, vol. 7, no 4, pp. 346–359, 2014

C. Brinton, R. Rill, S. Ha, M. Chiang, R. Smith y W. Ju, «Individualization for Education at Scale: MIIC Design and Preliminary Evaluation,» IEEE Transactions on Learning Technologies, vol. 8, nº 1, pp. 136-148, 2015.

F. M. Hollands y D. Thirtali, «MOOCs: expectations and reality,» Columbia University, 2014.

L. Czerniewicz, A. Deacon, M. Fife, J. Small y S. Wajli, «CILT position paper: MOOCs,» University of Cape Town, 2015.

G. Hughes y C. Dobbins, «The utilization of data analysis techniques in predicting student performance in massive open onlie courses (MOOCs),» Research and Practice in Technology Enhanced Learning, vol. 10, nº 10, 2015.

G. S. Mason, T. R. Shuman y K. E. Cook, «Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course,» IEEE Transactions on Education, vol. 56, nº 4, pp. 430-435, 2013.

A. Ng y J. Widom, «Origins of the modern MOOC (xMOOC),» [En línea]. Available: http://www.andrewng.org/portfolio/origins-of-themodern- mooc-xmooc/. [Último acceso: 20 01 2014].

G. D. a. B. Ferri, «Distributed laboratories: Control system experiments with Lab VIEW and the LEGO NXT platform,» de ASEE Annual Conference and Exposition, 2012.

B. Ferri y J. Auerbach, «A portable finite state machine module experiment for in-class use in lecture-based course,» de ASEE Annual Conference and Exposition, 2012.

B. Ferri, D. M. Majerich, P. N. V y A. A. Ferri, «Use of MOOC to blend a linear circuits course for non majors,» de ASEE Annual Conference and Exposition, 2014.

L. E. Contreras, I. Escobar y J. A. Tristancho, «Estrategias educativas para el uso de las TIC en educación superior,» Tecnura, vol. 17, pp. 161-173, 2013.

E. Murcia, H. Córdoba, «Enseñar matemáticas usando objetos virtuales de aprendizaje en la Universidad Tecnológica de Pereira,» Entre Ciencia e Ingeniería, vol. 5, nº 10, pp. 148-162, 2011.

Published
2017-06-20
How to Cite
Pertuz, S., & Torres, J. (2017). Guidelines for the design of Massive Online Open Courses (MOOC) in Electronic Engineering. Entre Ciencia E Ingeniería, 11(21), 42-49. https://doi.org/10.31908/19098367.3276
Issue
Vol 11 No 21 (2017)
Section
Artículos
Copyright (c) 2019 Entre ciencia e ingeniería