Title:
10 Years of MOOC Initiative at the Universitat Politècnica de València. Student Profiles, Preferences and Satisfaction [Descargar]Título:
10 años de iniciativa MOOC en la Universitat Politècnica de València. Perfiles, preferencias y satisfacción del estudiantado [Descargar]Autores/as:
Despujol, Ignacio and Castañeda, Linda and Turró, Carlos
Términos Índice:
MOOCs;Online education;OER;satisfaction
Resumen:
Many studies are related to MOOCs (Massive Open Online Courses) in the scientific literature. However, there are hardly any global approaches to experiences extended over time that provide a broader picture of the functioning of these initiatives, especially lacking large-scale analysis and outside the Anglo-Saxon sphere. This case study analyses the profiles, preferences, and satisfaction data of over 2.7 million unique users of the MOOCs that the Universitat Politècnica de València has been offering since 2013 to a mainly Spanish-speaking public. This descriptive analysis uses the analytics provided by the platforms used and a satisfaction survey with more than 77,000 responses. The results reveal similar demographics to those reported in other studies, a stagnation in enrolment in recent years, and the measures adopted by edX to achieve sustainability have reduced the number of successful candidates. The most requested subjects are languages and courses on software office tools. In addition, students confirm their satisfaction with the initiative (3.92/5 in terms of expectations met), courses and platforms, as well as the fact that they spend an average of 3 hours a week following the courses, that they consider the duration of the teaching videos to be between 3 and 10 minutes and that they consider the options for resolving doubts offered by UPV to be sufficient.
DOI:
Cómo citar:
Despujol, Ignacio and Castañeda, Linda and Turró, Carlos, "10 Years of MOOC Initiative at the Universitat Politècnica de València. Student Profiles, Preferences and Satisfaction," inIEEE Revista Iberoamericana de Tecnologias del Aprendizaje, vol. 18, no. 2, pp. 162-174, May. 2023. doi: 10.1109/RITA.2023.3259201