Acceso usuarios
Socorro, Portugal
Pretende-se analisar a vivência dos primeiros dias online dos participantes MOOCs. O 1º contacto inicia-se com um módulo de ambientação desenvolvido de acordo com o modelo pedagógico específico - o modelo europeu sMOOC. Constituindo-se como uma experiência de aprendizagem não-formal, as suas características e dinâmicas colocam desafios aos seus designers distintos dos cursos online formais. Os dados foram recolhidos através dos seguintes instrumentos: aplicação dum questionário; uma entrevista; análise das interações ao longo da 1a semana.
This communication intends to analyze the impact of the first days online of the participants in open and massive contexts -Open Online Courses and Massive (MOOCs). The first contact with the MOOC begins with a specific Environment Module (Boot Camp) developed according to the specific pedagogical model for these courses (the European model sMOOC). By forming non-formal learning experiences and taking place in open and massive settings, their characteristics and dynamics pose new challenges, different from the existents in formal online courses. The present study sought to address the following research questions:-What are the characteristics that the Boot Camp should adopt in MOOCs?-Will theBoot Camp be able to function as a catalyst for the success of MOOCs?In this study case, the data were collected through the following instruments: a) application of a questionnaire to the participants; B) conducting an interview; C) analysis of the interactions developed by participants during the first week, that is, the period during which the course platforms were set.After analysing the collected data and statistical treatment it was possible to conclude that the designed Boot Camp was well acceptedby the participants, who considered it a key piece, in motivational terms and as an involvement element in the course, thus ensuring its continuity and permanence in this MOOC. In addition to these factors, their contribution was also considered as the starting point for the creation of communities of practice in the MOOC. In addition to these values, digital inclusion and familiarization with the dynamics of the MOOC and the promotion of codes of conduct and online coexistence were also identified as essential.
