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Title: Estrategia para el seguimiento y evaluación de los aprendizajes en un MOOC de introducción al álgebra
Other Titles: Strategy for monitoring and evaluation of learning in introductory algebra MOOC
Author: Sancho Vinuesa, Teresa  
Daza Fernández, Vanesa
Others: Universitat Oberta de Catalunya (UOC)
Universitat Pompeu Fabra
Keywords: MOOC
algebra
Issue Date: Jun-2014
Publisher: Digital Education Review
Citation: Sancho, T. & Daza, V. (2014). Estrategia para el seguimiento y evaluación de los aprendizajes en un MOOC de introducción al álgebra. Digital Education Review, (25), 36-50. doi: 10.1344/der.2014.25.36-50
Also see: https://revistes.ub.edu/index.php/der/article/view/11327
Abstract: There are different methodological strategies for monitoring and evaluation of the participants in a MOOC. This article elaborates and justifies a proposal for the MOOC basic algebra, "Algebra Decoding", aimed at preparing students for future mathematics of scientific-technical college. The presence of the teacher is in the form of videos where he outlined the course content and provides additional resources and learning activities. The process includes automatic feedback questionnaires, which help the students to continue their learning process regularly. This approach involves an individual participant activity and minimal interaction with the tutor and other colleagues. For the evolution of the existing methodological proposal takes into account several factors: the results of the experience in the first course; the fact that this is a conversion to a mathematical thinking; expectations, attitude and strategy of the participant; successful experiences with automatic feedback in online learning contexts; peer review and open access. The main novelty lies in the development of an exercise at the end of course you should be peer reviewed through a purpose-built section.
Language: Spanish
URI: http://hdl.handle.net/10609/123606
ISSN: 2013-9144MIAR
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