2026-09-16T07:48:01Zhttps://gredos.usal.es/oai/request
oai:gredos.usal.es:10366/1337222025-04-30T21:12:24Zcom_10366_128801com_10366_126732com_10366_4666com_10366_3823col_10366_133425
Gestión del Repositorio Documental de la Universidad de Salamanca author Sein-Echaluce, María Luisa author Lerís López, Dolores author Hernández, Miguel author Fidalgo-Blanco, Ángel 2017-07-26T11:30:14Z 2017-07-26T11:30:14Z 2016-12-31 Education in the Knowledge Society (EKS), 17 (2016) 2444-8729 http://hdl.handle.net/10366/133722 Many research works point out the overcrowding and the heterogeneity of participant’s profiles in Massive Open Online Courses (MOOC) as the main causes of their low completion rate. On the other hand, the methodologies of personalization of the learning, along next to the technologies of the information, that allows to realize techniques of adaptativity, appear in international reports as an effective way to improve the learning. This paper explores the participante’ perception of their adaptive needs in this tupe of course, as well as their relationship with different aspects of the participants, such as: profiles (gender, age, geographical location and academic level), previous experience and knowledge about the topic of the MOOC and motivation to enroll the MOOC. The study is carried out through a survey completes by the participants in the MOOC Campus of Educational Innovation. We conclude that the age or gender of the participants does not significantly influence their need for adaptive techniques in a MOOC. However, living in a Latin American country, working as a manager or enrolling in a MOOC with a specific motivation, are some of the factors that influence in the desire for adaptive techniques in a MOOC. The obtained results will contribute to improve the adaptive designs of the MOOC and will be easily transferable to any online training course, in blended or virtual learning. spa Attribution-NonCommercial-NoDerivs 3.0 Unported Conocimiento Educación Sociedad Información Education Knowledge Society EKS Participantes heterogéneos en MOOCs y sus necesidades de aprendizaje adaptativo info:eu-repo/semantics/article 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 URL https://gredos.usal.es/bitstream/10366/133722/1/Participantes_heterogeneos_en_MOOCs_y_su.pdf File MD5 c81cba8fe60c9e5df4bf1e419963abd3 717959 application/pdf Participantes_heterogeneos_en_MOOCs_y_su.pdf URL https://gredos.usal.es/bitstream/10366/133722/4/Participantes_heterogeneos_en_MOOCs_y_su.pdf.txt File MD5 c82edc20da8ea06f9a72f20bd6b26964 45248 text/plain Participantes_heterogeneos_en_MOOCs_y_su.pdf.txt