La intención y comportamiento de estudiantes adultos españoles frente a los MOOC durante la pandemia de COVID-19
DOI:
https://doi.org/10.17533/udea.ikala.v26n3a04Palabras clave:
MOOC, COVID-19, comportamiento e intenciones, necesidades de los estudiantes, TIC, ILE, estudiantes adultos, cursos breves de contenido específicoResumen
Muchos estudiantes españoles se ven en la necesidad de aprender inglés después de los 25 años para poder acceder a un empleo o lograr un ascenso. Lamentablemente, aquellos que intentan aprobar un examen de admisión a la universidad por lo general carecen del nivel académico requerido. Para ayudarles con este objetivo, en general, se les proporciona materiales de aprendizaje y recursos digitales de apoyo. Durante la pandemia del covid-19, aumentó la necesidad de recursos en línea. Para llenarla, la Universidad Nacional de Educación a Distancia lanzó un curso masivo en línea abierto (mooc) de inglés básico. El objetivo principal de este estudio cualitativo comparado fue doble: en primer lugar, intentó explorar las intenciones y el comportamiento inicial de los estudiantes adultos al tomar ese curso y en segundo lugar, trató de profundizar en la satisfacción de los estudiantes con este tipo de cursos durante dos años diferentes: 2017 y 2020, año en que la pandemia tuvo un impacto evidente en la educación a distancia. Los datos se recolectaron mediante un cuestionario que se pasó a los participantes al final de cada curso. Los resultados obtenidos revelaron algunas diferencias significativas respecto a la satisfacción de los estudiantes con el curso, a sus intenciones, percepciones e intereses en contextos de aprendizaje donde la enseñanza presencial no era una opción. Esto implica que el diseño de mooc debe considerarse como una alternativa para construir conocimiento específico en situaciones de crisis.
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