The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life

tThis study examines the efficacy of a MOOC-format instructional program, Improvement of personal com-petencies for success, which entailed the use of four clearly differentiated instructional approaches (threeexperimental approaches and one control approach): (1) product, with an emphasis on the fi...

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Autores:: García Martín, Judit
García-Sánchez, Jesús-Nicasio

Tipo de recurso:: Article of journal

Fecha de publicación:: 2019

Institución:: Corporación Universidad de la Costa

Repositorio:: REDICUC - Repositorio CUC

Idioma:: eng

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repository_id_str
dc.title.spa.fl_str_mv	The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life
title	The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life
spellingShingle	The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life Massive Open Online Courses (MOOCs) e-learning Motivation Emotional intelligence Self-regulation Cursos Online Masivos y Abiertos E-learning Motivación Inteligencia emocional Autoeficacia
title_short	The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life
title_full	The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life
title_fullStr	The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life
title_full_unstemmed	The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life
title_sort	The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life
dc.creator.fl_str_mv	García Martín, Judit García-Sánchez, Jesús-Nicasio
dc.contributor.author.spa.fl_str_mv	García Martín, Judit García-Sánchez, Jesús-Nicasio
dc.subject.spa.fl_str_mv	Massive Open Online Courses (MOOCs) e-learning Motivation Emotional intelligence Self-regulation Cursos Online Masivos y Abiertos E-learning Motivación Inteligencia emocional Autoeficacia
topic	Massive Open Online Courses (MOOCs) e-learning Motivation Emotional intelligence Self-regulation Cursos Online Masivos y Abiertos E-learning Motivación Inteligencia emocional Autoeficacia
description	tThis study examines the efficacy of a MOOC-format instructional program, Improvement of personal com-petencies for success, which entailed the use of four clearly differentiated instructional approaches (threeexperimental approaches and one control approach): (1) product, with an emphasis on the final resultand the overall quality; (2) processes, with an emphasis on recursion and constant self-assessment ofthe processes; (3) mixed, oriented on the result and overall quality as well as to recursion, self-reflectionand self-assessment; and (4) traditional (control) focused on online instruction of the subjects and onthe accomplishment of tasks. The MOOC was designed and implemented through the Universidad deLeón’s external Moodle (Ariadne). It involved 745 people aged between 10 and 50, though only 336 com-pleted it. The results demonstrate the efficacy of the MOOC—irrespective of the instructional approachfollowed—for instruction on different contents and competencies, such as resilience, achievement moti-vation and self-esteem; they reveal a statistically significant increase in different variables such asself-efficacy and they confirm the effectiveness of Moodle for the design and development of a MOOC.The implications of these findings are discussed and evaluated.
publishDate	2019
dc.date.issued.none.fl_str_mv	2019-11-16
dc.date.accessioned.none.fl_str_mv	2020-01-28T20:17:21Z
dc.date.available.none.fl_str_mv	2020-01-28T20:17:21Z
dc.type.spa.fl_str_mv	Artículo de revista
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dc.identifier.issn.spa.fl_str_mv	1136-1034
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dc.relation.ispartof.spa.fl_str_mv	https://doi.org/10.1016/j.psicod.2019.08.002
dc.relation.references.spa.fl_str_mv	Andone, D., Mihaescu, V., Ternauciuc, A., & Vasiu, R. (2015). Integrating MOOCs in traditional higher education. In Proceedings of the Third European MOOCs Stakeholder Summit. pp. 71–75. 44 J. García-Martín, J.-N. García-Sánchez / Revista de Psicodidáctica, 2020, 25 (1) , 36–44 Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28–38. http://dx.doi.org/10.1016/j.compedu.2014.08.006 Álvarez, M. L., & García, J. N. (2014). Evaluación on-line de los procesos cognitivos implicados en la composición escrita. In J. N. García (Ed.), Prevención en dificultades del desarrollo y del aprendizaje (pp. 359–378). Madrid: Pirámide. Alturkistani, A., Lam, C., Foley, K., Stenfors, T., Blum, E., & Meinert, E. (2019). pp. 1–20. MOOC Evaluation methods: A Systematic Review (27) http://dx.doi.org/10.2196/preprints.13851 Bayeck, R. Y., & Choi, J. (2018). The influence of national culture on educational videos: The case of MOOCs. The International Review of Research in Open and Distributed Learning, 19(1), 186–201. http://dx.doi.org/10.19173/irrodl.v19i1.2729 Bonk, C. J., Lee, M. M., Kou, X., Xu, S., & Sheu, F.-R. (2015). Understanding the selfdirected online learning preferences, goals, achievements, and challenges of MIT open courseware subscribers. Educational Technology & Society, 18(2), 349–368. Castano,˜ C., Maiz, I., & Garay, U. (2015). Design, motivation and performance in a cooperative MOOC course. Comunicar, 22(44), 19–26. http://dx.doi.org/10.3916/C44-2015-02 Chang, R., Hung, Y. H., & Lin, C. F. (2015). Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs. British Journal of Educational Technology, 1–14. http://dx.doi.org/10.1111/bjet.12275 Cheung, C. M. K., Chiu, P., & Lee, M. K. (2011). Online social networks: Why do students use Facebook? Computers in Human Behavior, 27(4), 1337–1343. Clará, M., & Barberá, E. (2013). Learning online: Massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129–136. http://dx.doi.org/10.1080/01587919.2013.770428 Deursen, A., Bolle, C., Hegner, S., & Kommers, P. (2015). Modeling habitual and addictive smartphone behavior: The role of smartphone usage types, emotional intelligence, social stress, self-regulation, age, and gender. Computers in Human Behavior, 45, 411–420. http://dx.doi.org/10.1016/j.chb.2014.12.039 Díez, C., García, J. N., & IPDDA. (2010). Percepción de metodologías docentes y desarrollo de competencias al EEES. Boletín de Psicología, 99, 45–69. Frydrychova, B. (2014). Approaches to the teaching of writing skills. Procedia - Social and Behavioral Sciences, 112, 147–151. http://dx.doi.org/10.1016/j.sbspro.2014.01.1149 Gillani, N., & Eynon, R. (2014). Communication patterns in massively open online courses. Internet and Higher Education, 23, 18–26. http://dx.doi.org/10.1016/j.iheduc.2014.05.0 04 García-Martín, J., & García, J. N. (2013). Patterns of web 2.0 tool use among young Spanish people. Computers & Education, 67(3), 105–120. http://dx.doi.org/10.1016/j.compedu.2013.03.003 García-Martín, J., & García, J. N. (2017). Pre-service teachers’ perceptions of the service competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 106, 1–14. http://dx.doi.org/10.1016/j.compedu.2016.12.010 García-Martín, J., & García, J. N. (2018). The instructional effectiveness of two virtual approaches: Processes and product. Revista de Psicodidáctica, 23(2), 117–127. http://dx.doi.org/10.1016/j.psicod.2018.02.002 García, J. N., Fidalgo, R., Arias, O., Marbán, J. M., De Caso, A. M., Pacheco, D. I., & Diez, H. (2014). El análisis psicolingüístico del producto textual. In Prevención en dificultades del desarrollo y del aprendizaje. pp. 301–321. Madrid: Pirámide. García, J. N., Marbán, J., & De Caso, A. (2001). EPP y FPE [EPP and FPE]. In J. N. García (Ed.), Dificultades de aprendizaje e intervención psicopedagógica (pp. 151–155). Barcelona: Ariel. Graham, S., & Harris, K. (2014). Conducting high quality writing intervention research: Twelve recommendations. Journal of Writing Research, 6(2), 89–123. Hashemnezhad, H., & Hashemnezhad, N. (2012). A comparative study of product, process, and post-process approaches in Iranian EFL students’ writing skill. Journal of Language Teaching and Research, 3(4), 722–729. http://dx.doi.org/10.4304/jltr.3.4 Herodotou, C., Kambouri, M., & Winters, N. (2011). The role of trait emotional intelligence in gamer’s preferences for play and frequency of gaming. Computers in Human Behavior, 27(5), 1815–1819. http://dx.doi.org/10.1016/j.chb.2011.04.001 Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. http://dx.doi.org/10.1016/j.edurev.2014.05.001 Izquierdo, I., Olea, J., & Abad, F. J. (2014). Exploratory factor analysis in validation studies: Uses and recommendations. Psicothema, 26(3), 395–400. http://dx.doi.org/10.7334/psicothema2013.349 Liaw, S. S., & Huang, H. S. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to selfregulation in e-learning environments. Computers & Education, 60, 14–24. http://dx.doi.org/10.1016/j.compedu.2012.07.0 Lin, W. S. (2012). Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives. International Journal of Human-Computer Studies, 70, 498–507. http://dx.doi.org/10.1016/j.ijhcs.2012.01.006 Lin, K. Y., & Lu, H. P. (2011). Why people use social networking sites: An empirical study integrating network externalities and motivation theory. Computers in Human Behavior, 27(3), 1152–1161. Loizzo, J., & Ertmer, P. A. (2016). MOOCocracy: The learning culture of massive open online courses. Educational Technology Research and Development, 64(6), 1013–1032. http://dx.doi.org/10.1007/s11423-016-9444-7 Lorenz, A., Wittke, A., Muschal, T., & Steinert, F. (2015). From moodle to mooin: Development a MOOC platform. European MOOCs Stakeholder Summit (EMOOCs), 102–106. Lowenthal, P., Snelson, C., & Perkins, R. (2018). Teaching massive, open, online, courses (MOOCs): Tales from the front line. The International Review of Research in Open and Distributed Learning, 19(3), 1–18. http://dx.doi.org/10.19173/irrodl.v19i3.3505 Margaryan, A., Bianco, M., & Littlejohn, A. (2015). Instructional quality of massive open online courses (MOOCs). Computers & Education, 80, 77–83. http://dx.doi.org/10.1016/j.compedu.2014.08.005 Munoz-Merino,˜ P., Ruipérez, J. A., Alario, C., Pérez, M. P., & Delgado, C. (2015). Precise effectiveness strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs. Computers in Human Behavior, 47, 108–118. http://dx.doi.org/10.1016/j.chb.2014.10.003 Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, 59, 1065–1078. http://dx.doi.org/10.1016/j.compedu.2012.04.016 Oldmeadow, J. A., Quinn, S., & Kowert, R. (2013). Attachment style, social skills, and Facebook use amongst adults. Computers in Human Behavior, 29, 1142–1149. http://dx.doi.org/10.1016/j.chb.2012.10.006 Reid, A. J., Morrison, G. R., & Bol, L. (2017). Knowing what you know: Improving metacomprehension and calibration accuracy in digital text. Educational Technology Research and Development, 65(1), 29–45. http://dx.doi.org/10.1007/s11423-016-9454-5 Robledo, P., & García, J. N. (2018). Description and analysis of strategy-focused instructional models for writing. In R. Fidalgo, K. R. Harris, & M. Braaksma (Eds.), Design principles for teaching effective writing (pp. 38–65). Leiden: Brill. Ruipérez, J. A., Halawa, S., & Reich, J. (2019). Multiplatform MOOC analytics: Comparing global and regional patterns in edX and Edraak Learning. Thulasi, A. P. S., Bin, A. R., & Bte, F. (2014). Comparative analysis of process versus product approach of teaching writing in Malaysian schools: Review of literature. Middle-East Journal of Scientifc Research, 22(6), 789–795. http://dx.doi.org/10.5829/idosi.mejsr.2014.22.06.21943 Van der Meij, H., Van der Meij, J., & Harmsen, R. (2015). Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment. Educational Technology Research and Development, 63(3), 381–403. http://dx.doi.org/10.1007/s11423-015-9378-5 Yu, P. T., Liao, Y. H., & Su, M. H. (2013). A near-reality approach to improve the e-learning open courseware. Educational Technology & Society, 16(4), 242–257. Zawacki, O., Bozkurt, A., Alturki, U., & Aldraiweesh, A. (2018). What research says about MOOCs - an explorative content analysis. The International Review of Research in Open and Distributed Learning, 19(1), 242–259. http://dx.doi.org/10.19173/irrodl.v19i1.3356
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spelling	García Martín, Judit6498766a118bd7843c80f7da26e3931fGarcía-Sánchez, Jesús-Nicasioace969a2deb1bcda1fb6b815a1a8abbd2020-01-28T20:17:21Z2020-01-28T20:17:21Z2019-11-161136-1034http://hdl.handle.net/11323/5937Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/tThis study examines the efficacy of a MOOC-format instructional program, Improvement of personal com-petencies for success, which entailed the use of four clearly differentiated instructional approaches (threeexperimental approaches and one control approach): (1) product, with an emphasis on the final resultand the overall quality; (2) processes, with an emphasis on recursion and constant self-assessment ofthe processes; (3) mixed, oriented on the result and overall quality as well as to recursion, self-reflectionand self-assessment; and (4) traditional (control) focused on online instruction of the subjects and onthe accomplishment of tasks. The MOOC was designed and implemented through the Universidad deLeón’s external Moodle (Ariadne). It involved 745 people aged between 10 and 50, though only 336 com-pleted it. The results demonstrate the efficacy of the MOOC—irrespective of the instructional approachfollowed—for instruction on different contents and competencies, such as resilience, achievement moti-vation and self-esteem; they reveal a statistically significant increase in different variables such asself-efficacy and they confirm the effectiveness of Moodle for the design and development of a MOOC.The implications of these findings are discussed and evaluated.nEn este estudio se analiza la eficacia de un programa instruccional, Mejora de las Competencias Personalespara el Éxito (APS-ÉXITO), en formato de MOOC, con cuatro enfoques instruccionales (tres experimentalesy uno de control) claramente diferenciales: (1) producto con énfasis en el resultado final y en la calidadglobal; (2) procesos con hincapié en la recursividad, y en la autovaloración constante de los procesos; (3)mixto orientado tanto al resultado y calidad global, como a la recursividad, autorreflexión y autovalo-ración; y, (4) tradicional (control) centrado en la instrucción en línea de los temas y en la realización detareas. Todo ello, dise˜nado y aplicado a través del Moodle Externo de la Universidad de León (Ariadna)en el que participan 745 personas con edades entre los 10 y 50 a˜nos, si bien solo lo culminan 336. Losresultados demuestran la eficacia del MOOC para la instrucción en contenidos y competencias diversastales como resiliencia, motivación de logro y autoestima, con independencia del enfoque instruccionalseguido, a lo que se a˜nade un aumento estadísticamente significativo en diferentes variables como laautoeficacia. Las implicaciones de estos resultados son discutidas y valoradas.engRevista de Psicodidacticahttps://doi.org/10.1016/j.psicod.2019.08.002Andone, D., Mihaescu, V., Ternauciuc, A., & Vasiu, R. (2015). Integrating MOOCs in traditional higher education. In Proceedings of the Third European MOOCs Stakeholder Summit. pp. 71–75. 44 J. García-Martín, J.-N. García-Sánchez / Revista de Psicodidáctica, 2020, 25 (1) , 36–44Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015). Understanding the MOOCs continuance: The role of openness and reputation. Computers & Education, 80, 28–38. http://dx.doi.org/10.1016/j.compedu.2014.08.006Álvarez, M. L., & García, J. N. (2014). Evaluación on-line de los procesos cognitivos implicados en la composición escrita. In J. N. García (Ed.), Prevención en dificultades del desarrollo y del aprendizaje (pp. 359–378). Madrid: Pirámide.Alturkistani, A., Lam, C., Foley, K., Stenfors, T., Blum, E., & Meinert, E. (2019). pp. 1–20. MOOC Evaluation methods: A Systematic Review (27) http://dx.doi.org/10.2196/preprints.13851Bayeck, R. Y., & Choi, J. (2018). The influence of national culture on educational videos: The case of MOOCs. The International Review of Research in Open and Distributed Learning, 19(1), 186–201. http://dx.doi.org/10.19173/irrodl.v19i1.2729Bonk, C. J., Lee, M. M., Kou, X., Xu, S., & Sheu, F.-R. (2015). Understanding the selfdirected online learning preferences, goals, achievements, and challenges of MIT open courseware subscribers. Educational Technology & Society, 18(2), 349–368.Castano,˜ C., Maiz, I., & Garay, U. (2015). Design, motivation and performance in a cooperative MOOC course. Comunicar, 22(44), 19–26. http://dx.doi.org/10.3916/C44-2015-02Chang, R., Hung, Y. H., & Lin, C. F. (2015). Survey of learning experiences and influence of learning style preferences on user intentions regarding MOOCs. British Journal of Educational Technology, 1–14. http://dx.doi.org/10.1111/bjet.12275Cheung, C. M. K., Chiu, P., & Lee, M. K. (2011). Online social networks: Why do students use Facebook? Computers in Human Behavior, 27(4), 1337–1343.Clará, M., & Barberá, E. (2013). Learning online: Massive open online courses (MOOCs), connectivism, and cultural psychology. Distance Education, 34(1), 129–136. http://dx.doi.org/10.1080/01587919.2013.770428Deursen, A., Bolle, C., Hegner, S., & Kommers, P. (2015). Modeling habitual and addictive smartphone behavior: The role of smartphone usage types, emotional intelligence, social stress, self-regulation, age, and gender. Computers in Human Behavior, 45, 411–420. http://dx.doi.org/10.1016/j.chb.2014.12.039Díez, C., García, J. N., & IPDDA. (2010). Percepción de metodologías docentes y desarrollo de competencias al EEES. Boletín de Psicología, 99, 45–69.Frydrychova, B. (2014). Approaches to the teaching of writing skills. Procedia - Social and Behavioral Sciences, 112, 147–151. http://dx.doi.org/10.1016/j.sbspro.2014.01.1149Gillani, N., & Eynon, R. (2014). Communication patterns in massively open online courses. Internet and Higher Education, 23, 18–26. http://dx.doi.org/10.1016/j.iheduc.2014.05.0 04García-Martín, J., & García, J. N. (2013). Patterns of web 2.0 tool use among young Spanish people. Computers & Education, 67(3), 105–120. http://dx.doi.org/10.1016/j.compedu.2013.03.003García-Martín, J., & García, J. N. (2017). Pre-service teachers’ perceptions of the service competence dimensions of digital literacy and of psychological and educational measures. Computers & Education, 106, 1–14. http://dx.doi.org/10.1016/j.compedu.2016.12.010García-Martín, J., & García, J. N. (2018). The instructional effectiveness of two virtual approaches: Processes and product. Revista de Psicodidáctica, 23(2), 117–127. http://dx.doi.org/10.1016/j.psicod.2018.02.002García, J. N., Fidalgo, R., Arias, O., Marbán, J. M., De Caso, A. M., Pacheco, D. I., & Diez, H. (2014). El análisis psicolingüístico del producto textual. In Prevención en dificultades del desarrollo y del aprendizaje. pp. 301–321. Madrid: Pirámide.García, J. N., Marbán, J., & De Caso, A. (2001). EPP y FPE [EPP and FPE]. In J. N. García (Ed.), Dificultades de aprendizaje e intervención psicopedagógica (pp. 151–155). Barcelona: Ariel.Graham, S., & Harris, K. (2014). Conducting high quality writing intervention research: Twelve recommendations. Journal of Writing Research, 6(2), 89–123.Hashemnezhad, H., & Hashemnezhad, N. (2012). A comparative study of product, process, and post-process approaches in Iranian EFL students’ writing skill. Journal of Language Teaching and Research, 3(4), 722–729. http://dx.doi.org/10.4304/jltr.3.4Herodotou, C., Kambouri, M., & Winters, N. (2011). The role of trait emotional intelligence in gamer’s preferences for play and frequency of gaming. Computers in Human Behavior, 27(5), 1815–1819. http://dx.doi.org/10.1016/j.chb.2011.04.001Hew, K. F., & Cheung, W. S. (2014). Students’ and instructors’ use of massive open online courses (MOOCs): Motivations and challenges. Educational Research Review, 12, 45–58. http://dx.doi.org/10.1016/j.edurev.2014.05.001Izquierdo, I., Olea, J., & Abad, F. J. (2014). Exploratory factor analysis in validation studies: Uses and recommendations. Psicothema, 26(3), 395–400. http://dx.doi.org/10.7334/psicothema2013.349Liaw, S. S., & Huang, H. S. (2013). Perceived satisfaction, perceived usefulness and interactive learning environments as predictors to selfregulation in e-learning environments. Computers & Education, 60, 14–24. http://dx.doi.org/10.1016/j.compedu.2012.07.0Lin, W. S. (2012). Perceived fit and satisfaction on web learning performance: IS continuance intention and task-technology fit perspectives. International Journal of Human-Computer Studies, 70, 498–507. http://dx.doi.org/10.1016/j.ijhcs.2012.01.006Lin, K. Y., & Lu, H. P. (2011). Why people use social networking sites: An empirical study integrating network externalities and motivation theory. Computers in Human Behavior, 27(3), 1152–1161.Loizzo, J., & Ertmer, P. A. (2016). MOOCocracy: The learning culture of massive open online courses. 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The International Review of Research in Open and Distributed Learning, 19(1), 242–259. http://dx.doi.org/10.19173/irrodl.v19i1.3356CC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Massive Open Online Courses (MOOCs)e-learningMotivationEmotional intelligenceSelf-regulationCursos Online Masivos y AbiertosE-learningMotivaciónInteligencia emocionalAutoeficaciaThe effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in lifeArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/acceptedVersionORIGINALThe effectiveness of four instructional approaches used in a MOOCpromoting personal skills for success in life.pdfThe effectiveness of four instructional approaches used in a MOOCpromoting personal skills for success in life.pdfapplication/pdf995233https://repositorio.cuc.edu.co/bitstream/11323/5937/1/The%20effectiveness%20of%20four%20instructional%20approaches%20used%20in%20a%20MOOCpromoting%20personal%20skills%20for%20success%20in%20life.pdf3d80d86aa5465885122ae460f33d0fadMD51open accessCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life

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