Calidad y dificultad de los cuestionarios de un MOOC

Carlos Velasco; Pedro Gómez

doi:10.17533/udea.unipluri.19.2.06

Autores/as

Carlos Velasco Universidad de los Andes https://orcid.org/0000-0002-7871-6936
Pedro Gómez Universidad de los Andes https://orcid.org/0000-0001-9929-4675

DOI:

https://doi.org/10.17533/udea.unipluri.19.2.06

Palabras clave:

MOOC, evaluación de un MOOC, calidad de cuestionarios

Resumen

La oferta de cursos abiertos, gratuitos, masivos en línea (MOOC por sus siglas en inglés) ha tenido un crecimiento importante en los últimos años. La mayoría de estos cursos incluye cuestionarios de evaluación que sirven como guía para establecer un baremo para su aprobación. Estos cuestionarios son una herramienta de aprendizaje porque ponen en juego el conocimiento del participante y le dan la oportunidad para identificar sus dificultades y superarlas. También pueden convertirse en un impedimento para el progreso cuando aquellos participantes que no los aprueban deciden retirarse. En este sentido, resulta relevante tener procedimientos para establecer la calidad y dificultad de los cuestionarios de un MOOC, cuestiones que se abordan en este artículo. Ejemplificamos estas ideas y procedimientos con los datos del primer curso del programa PriMat1, Educación Matemática para profesores de primaria. Los resultados ponen de manifiesto la importancia de evaluar la calidad relativa y la dificultad de los cuestionarios de los cursos MOOC con el propósito de contribuir al aprendizaje y la retención de los participantes.

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Biografía del autor/a

Carlos Velasco, Universidad de los Andes

Gestor de proyectos académicos. Facultad de Educación, Universidad de los Andes.

Pedro Gómez, Universidad de los Andes

https://n9.cl/q3k5l

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