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Are massive online open courses an effective tool in the design of bachelor’s final projects? An empirical study to evaluate the quality of massive online open courses from the learners’ perspective

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dc.contributor.authorSánchez Calderón, Silvia
dc.contributor.authorCunha Fanego, Iria Da
dc.contributor.editorBobkina, Jelena
dc.contributor.editorDomínguez Romero, Elena
dc.coverage.spatialBerlin, Bruxelles, Chennai, Lausanne, New York, Oxford
dc.date.accessioned2024-10-08T09:49:49Z
dc.date.available2024-10-08T09:49:49Z
dc.date.issued2024-09
dc.description.abstractIn Spain, a bachelor’s final project is mandatory to finish a university degree. However, students are not provided with enough training or resources to do it properly. This study examines the effectiveness (or lack thereof) of a massive online open course (MOOC) oriented to the writing of this work. An empirical analysis was carried out to assess the quality of this MOOC from the students’ perspective. In this context, a survey was designed to facilitate the better understanding of the registered students’ educational needs with regards to the learning contents, the learning methodology, and the resources provided in the elaboration of a bachelor’s final project. The results evidenced a significant positive effect on the learners’ use of the MOOC contents and the course also proved to have a positive impact on the students’ academic performance. This means that the MOOC has contributed effectively to the learning and comprehension of the course contents and it has prepared students in the acquisition of all the competences that are required for bachelor’s official university degrees.en
dc.identifier.citationBobkina, J., Domínguez Romero, E. (2024). Transformative Trends in Language Education. Berlin, Germany: Peter Lang Verlag. Retrieved Oct 8, 2024, from 10.3726/b21998
dc.identifier.doihttps://doi.org/10.3726/b21998
dc.identifier.isbn9783631903223; ePUB: 9783631903230; ISBN (Hardcover): 9783631903216
dc.identifier.urihttps://hdl.handle.net/20.500.14468/23951
dc.language.isoen
dc.page.final37
dc.page.initial15
dc.publisherPeter Lang
dc.relation.centerFacultades y escuelas::Facultad de Filología
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.relation.ispartofTransformative Trends in Language Education
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject55 Historia::5505 Ciencias auxiliares de la historia::5505.10 Filología
dc.subject.keywordsbachelor’s final projecten
dc.subject.keywordscompetenceen
dc.subject.keywordsMOOCen
dc.subject.keywordsuniversity degreeen
dc.subject.keywordswritingen
dc.titleAre massive online open courses an effective tool in the design of bachelor’s final projects? An empirical study to evaluate the quality of massive online open courses from the learners’ perspectiveen
dc.typecapítulo de libroes
dc.typebook parten
dspace.entity.typePublication
relation.isAuthorOfPublication41b89d21-83a4-4494-a274-d9ddebc05b30
relation.isAuthorOfPublicationafee40a6-2dfc-4ba2-ad42-73839b6f2ef4
relation.isAuthorOfPublication.latestForDiscovery41b89d21-83a4-4494-a274-d9ddebc05b30
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