Los Mooc como entornos virtuales de enseñanza y aprendizaje: una perspectiva de tecnología educativa sostenible
Barra lateral del artículo
Contenido principal del artículo
Resumen
El crecimiento de los cursos abiertos masivos en línea (MOOC) ha transformado las dinámicas de la educación digital contemporánea, ofreciendo oportunidades de aprendizaje flexible, abierto y global. Sin embargo, su sostenibilidad tecnológica, pedagógica y ambiental continúa siendo un desafío para las instituciones educativas. El presente estudio tiene como objetivo analizar los MOOC como entornos virtuales de enseñanza y aprendizaje desde una perspectiva de tecnología educativa sostenible, integrando los principios de accesibilidad, inclusión y eficiencia energética. La investigación se desarrolló mediante un enfoque cualitativo-documental, basado en la revisión teórica y el análisis comparativo de plataformas abiertas y cerradas, así como en la sistematización de aportes teóricos sobre sostenibilidad educativa y competencias digitales docentes. Los resultados evidencian que la sostenibilidad en los MOOC requiere un equilibrio entre innovación tecnológica y responsabilidad pedagógica, destacando la relevancia del software libre, los recursos educativos abiertos (REA) y la formación docente en ecopedagogía digital. Se concluye que los MOOC sostenibles representan una alternativa estratégica para promover una educación abierta, equitativa y ambientalmente responsable, en consonancia con los Objetivos de Desarrollo Sostenible de la UNESCO.
Descargas
Detalles del artículo
Sección
Cómo citar
Referencias
Abhishek, A., Saxena, S., & Singh, A. (2020). Effectiveness of MOOCs on learning efficiency of students. Journal of Research in Innovative Teaching & Learning, 18(1), 3-14. https://doi.org/10.1108/JRIT-10-2019-0046
Akhtar, S., Alfuraydan, M. M., Mughal, Y. H., & Nair, K. S. (2025). Adoption of Massive Open Online Courses (MOOCs) for Health Informatics and Administration Sustainability Education in Saudi Arabia. Sustainability, 17(9), 3795. https://doi.org/10.3390/su17093795
Aksoy, D. A., Kurşun, E., & Zawacki‐Richter, O. (2025). Factors affecting the sustainability of open educational resource initiatives in higher education: A systematic review. Review of Education, 13(1), e70029. https://doi.org/10.1002/rev3.70029
Anghel, E. (2025). What did we learn about MOOCs? A systematic literature review. International Review of Research in Open and Distributed Learning. https://www.irrodl.org/index.php/irrodl/article/view/8311
Azevedo, B. (2024). Massive Open Online Courses in Higher Education: Impact on Engagement and Attendance. MDPI, 14(11), 1215. https://www.mdpi.com/2227-7102/14/11/1215
Cabero-Almenara, J., Barroso-Osuna, J., Palacio-Rodríguez, A., & Llorente-Cejudo, C. (2021). Evaluación de t-MOOC universitario sobre competencias digitales docentes mediante juicio de expertos según el Marco DigCompEdu. Revista de Educación a Distancia (RED), 21(67). https://doi.org/10.6018/red/67.14
Cabero-Almenara, J., & Llorente-Cejudo, C. (2020). Covid-19: transformación radical de la digitalización en las instituciones universitarias. Campus Virtuales, 9(2), 25–34. https://www.uajournals.com/ojs/index.php/campusvirtuales/article/view/715
Carrera, J., & Ramírez-Hernández, D. (2018). Innovative Education in MOOC for Sustainability: Learnings and Motivations. Sustainability, 10(9), 2990. https://doi.org/10.3390/su10092990
Chiu, M.-H. (2023). Making open educational resource videos on sustainable engineering: Students’ attitudes and approaches. Studies in Higher Education. https://doi.org/10.1080/02635143.2021.1966406
De Caro-Barek, V. (2022). Everyone loves a good story: Learning design in massive open online courses for language learning. Frontiers in Education. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.1007091/full
De Lima Guedes, K. K. (2022). Integrating MOOCs into traditional higher education modules. Research in Learning Technology. https://journal.alt.ac.uk/index.php/rlt/article/view/2702
Gómez-Zermeño, M. G. (2020). Massive Open Online Courses as a Digital Learning Strategy of Education for Sustainable Development. Journal of Sustainable Development of Energy, Water and Environment Systems, 8(3), 577-589. https://doi.org/10.13044/j.sdewes.d7.0311
Ifenthaler, D. (2020). Digital higher education: Emerging quality standards, practices and supports (OECD Education Working Paper No. 222). OECD Publishing. https://doi.org/10.1787/9b375b47-en
Iniesto, F., Tabuenca, B., Rodrigo, C., & Tovar, E. (2021). Challenges to Achieving a More Inclusive and Sustainable Open Education. Journal of Interactive Media in Education, 2021(1), Article 28. https://doi.org/10.5334/jime.679
Kasztelewicz, M., Pawlikowski, K., & Batorski, D. (2021). MOOC education for sustainable development. The project of a European University. EPJ Web of Conferences, 233, 01017. https://doi.org/10.1051/epjconf/202113301
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge. https://doi.org/10.4324/9780203125083
Martínez-Pérez, S., et al. (2022). T-MOOC for Initial Teacher Training in Digital Competences. Frontiers in Education. https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2022.846998/full
Montoya, M. S. R. (2022). Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency. Australasian Journal of Educational Technology, 38(2). https://ajet.org.au/index.php/AJET/article/view/7082
Otto, D. (2022). Increasing Sustainability in Open Learning: Prospects of a Cooperative Open Education. Frontiers in Education, 7, 866917. https://doi.org/10.3389/feduc.2022.866917
Otto, D., & Kerres, M. (2022). Increasing Sustainability in Open Learning: Prospects of a Cooperative Open Education. Frontiers in Education, 7, 866917. https://doi.org/10.3389/feduc.2022.866917
Ramírez-Montoya, M. S., Guedes, K. K. de L., & Garcés, M. C. M. (2020). MOOCs and OER: Developments and contributions for open education and open science. En M. S. Ramírez-Montoya, K. K. de L. Guedes, & M. C. M. Garcés (Eds.), Innovation in higher education teaching and learning (pp. 71–91). Springer. https://doi.org/10.1007/978-981-15-5654-5
Ruipérez-Valiente, J. A., Martín, S., Reich, J., & Castro, M. (2020). The UnMOOCing Process: Extending the Impact of MOOC Educational Resources as OERs. Sustainability, 12(18), 7346. https://doi.org/10.3390/su12187346
Senevirathne, C., Fernando, A., & Herath, L. (2022). A common framework for MOOC curricular development in higher education: An empirical investigation. Computers & Education: Artificial Intelligence, 3, 100054. https://doi.org/10.1016/j.caeai.2022.100005
Sherimon, P.C., Uthaman, N., Sherimon, V., & Aboraya, W. (2022). Instructional design of e-content in massive open online course platforms for higher education: An overview. International Journal of Applied Research, 8(6 E), 350-356. https://www.allresearchjournal.com/archives/?year=2022&vol=8&issue=6&part=E&ArticleId=9894
Stracke, C. M., & Klesel, M. (2023). Instructional quality and learning design of massive open online courses (MOOCs) for sustainable education. En Encyclopedia of educational innovation (pp. 1608–1617). Springer. https://doi.org/10.1007/978-981-19-2080-6_95
Stracke, C. M., & Trisolini, G. (2021). A systematic literature review on the quality of MOOCs. Sustainability, 13(11), 5817. https://doi.org/10.3390/su13115817
Tang, H., & Qian, Y. (2022). Designing MOOCs with LITTLE: a preliminary design framework for an effective MOOC. Cogent Education, 9(1). https://doi.org/10.1080/2331186X.2022.2064411
UNESCO. (2023). Education for Sustainable Development: A roadmap. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000374891
Ustaoğlu, M. A. (2022). Gaining an Insight into Learner Satisfaction in MOOCs: An Investigation through Blog Mining. Open Praxis, 14(3), 230-241. https://doi.org/10.55982/openpraxis.14.3.490