부산대학교 도서관

MOOCs allow students to access information and knowledge in a personalized way, using unique learning experiences to build and manage their own Personal Learning Environments (PLEs), promoting the use of resources and their cognitive style adaptable tools. In this sense, the article proposes a series of indicators to determine the quality and adaptability of MOOC ecosystems to offer various possibilities for learning and communication. To this end, an instrument was developed and used to identify the conditions and characteristics that contribute to making a MOOC for building PLE spaces, composed of 30 items grouped around 5 dimensions of analysis: 1) access and content organization, 2) mechanisms to promote learning, 3) social and educational communication, 4) creating and publishing personal elaborations, and 5) collaborative tasks of collective production. The validation of the instrument was performed using the Delphi method, collecting in a database expert opinions from a sample of teachers with experience in design and development of MOOCs, allowing the shaping and reshaping of the 30 items that made up the instrument, from the expert reviews and comments. All of them were grouped and integrated into the instrument to give its final version and the development of quality indicators.