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dc.contributor.authorAmo Filvà, Daniel
dc.contributor.authorCasany Guerrero, María José
dc.contributor.authorAlier Forment, Marc
dc.contributor.otherUniversitat Politècnica de Catalunya. Departament d'Enginyeria de Serveis i Sistemes d'Informació
dc.contributor.otherUniversitat Politècnica de Catalunya. Institut de Ciències de l'Educació
dc.date.accessioned2015-06-05T08:57:20Z
dc.date.created2014
dc.date.issued2014
dc.identifier.citationAmo, D.; Casany, M.J.; Alier, M. The effects of massiveness on the participation in social technologies: A MOOC in secondary education. A: International Conference on Technological Ecosystems for Enhancing Multiculturality. "Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality". Salamanca: Association for Computing Machinery (ACM), 2014, p. 397-402.
dc.identifier.isbn978-1-4503-2896-8
dc.identifier.urihttp://hdl.handle.net/2117/28190
dc.description.abstractThis paper presents a research conducted in a secondary education context where social and web 2.0 technologies and MOOC methodologies were involved. Considering that many researchers placed social and web 2.0 technologies as beneficial in the classroom in relation to the development of specific competences, the aim of the research was to test the MOOC methodology as an enhancer of participation and interaction in the use of such technologies. The research was conducted among more than 300 Spanish students in order to describe the positive or negative effects of massiveness in social participation. In this aspect, two courses were conducted under the same social structure and methodology in order to be contrasted. One of the courses considered as the control group had 18% of the students enrolled. The other course was considered as the massified group and had 82% of the students enrolled, and therefore, considered as the MOOC. In relation to the analysis of both courses, a quantitative methodology has been used in order to carry out a descriptive approach. Regarding a quantitative point of view, the results of the research conclude that the experience of incorporating a MOOC in a secondary education environment is positive with regard to the integration and participation in social technologies.
dc.format.extent6 p.
dc.language.isoeng
dc.publisherAssociation for Computing Machinery (ACM)
dc.subjectÀrees temàtiques de la UPC::Ensenyament i aprenentatge::TIC’s aplicades a l’educació
dc.subject.lcshComputer-assisted instruction
dc.subject.lcshEducation, Secondary
dc.subject.otherMOOC
dc.subject.otherSecondary education
dc.subject.otherSocial technologies
dc.subject.otherOnline learning
dc.titleThe effects of massiveness on the participation in social technologies: A MOOC in secondary education
dc.typeConference report
dc.subject.lemacEnsenyament assistit per ordinador
dc.subject.lemacEducació secundària
dc.contributor.groupUniversitat Politècnica de Catalunya. SUSHITOS - Grup de recerca en serveis per a tecnologies d'informació socials, ubiqües i humanístiques, i per a software lliure
dc.description.peerreviewedPeer Reviewed
dc.relation.publisherversionhttp://dl.acm.org/citation.cfm?id=2669930
dc.rights.accessRestricted access - publisher's policy
local.identifier.drac15284392
dc.description.versionPostprint (published version)
dc.date.lift10000-01-01
local.citation.authorAmo, D.; Casany, M.J.; Alier, M.
local.citation.contributorInternational Conference on Technological Ecosystems for Enhancing Multiculturality
local.citation.pubplaceSalamanca
local.citation.publicationNameProceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality
local.citation.startingPage397
local.citation.endingPage402


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