Bibliografía

  • Acuerdo 039 del 03 de Diciembre de 2019, Artículo 29
  • MOOC-Maker. (2016). Deserción y permanencia en entornos MOOC. Construction of Management Capacities of MOOCs in Higher Education, 0, 1–94
  • Reich, J., Ruiperez-valiente, J. A., Eds, M. W., & Hutchison, D. (2019). At the MOOC Crossroads.
  • Crosslin, M., & Wakefield, J. S. (2016). What’s Cooking in the MOOC Kitchen: Layered MOOCs. TechTrends, 60(2), 98–101. Recuperado de: https://doi.org/10.1007/s11528-016-0036-5
  • Watson, S. L., Loizzo, J., Watson, W. R., Mueller, C., Lim, J., & Ertmer, P. A. (2016). Instructional design, facilitation, and perceived learning outcomes: an exploratory case study of a human trafficking MOOC for attitudinal change. Educational Technology Research and Development, 64(6), 1273–1300. Recuperado de: https://doi.org/10.1007/s11423-016-9457-2
  • Xing, W. (2019). Exploring the influences of MOOC design features on student performance and persistence. Distance Education. Recuperado de: https://doi.org/10.1007/s11423-016-9457-2
  • 1-s2.0-S0360131518302835-main.pdf. (n.d.).
  • González de la Fuente, Á., & Carabantes Alarcón, D. (2017). MOOC: medición de satisfacción, fidelización, éxito y certificación de la educación digital. RIED. Revista Iberoamericana de Educación a Distancia, 20(1), 105. Recuperado de: https://doi.org/10.5944/ried.20.1.16820
  • Czerniewicz, L., Deacon, A., Glover, M., & Walji, S. (2017). MOOC—making and open educational practices. Journal of Computing in Higher Education, 29(1), 81–97. Recuperado de: https://doi.org/10.1007/s12528-016-9128-7
  • Howarth, J. P., D’Alessandro, S., Johnson, L., & White, L. (2016). Learner motivation for MOOC registration and the role of MOOCs as a university ‘taster.’ International Journal of Lifelong Education, 35(1), 74–85. Recuperado de: https://doi.org/10.1080/02601370.2015.1122667
  • Conijn, R., Van den Beemt, A., & Cuijpers, P. (2018). Predicting student performance in a blended MOOC. Journal of Computer Assisted Learning, 34(5), 615–628. Recuperado de: https://doi.org/10.1111/jcal.12270
  • Pursel, B. K., Zhang, L., Jablokow, K. W., Choi, G. W., & Velegol, D. (2016). Understanding MOOC students: Motivations and behaviours indicative of MOOC completion. Journal of Computer Assisted Learning, 32(3), 202–217. Recuperado de: https://doi.org/10.1111/jcal.12131