El acompañamiento como soporte afectivo y pedagógico en cursos MOOC
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La COVID-19 y la postpandemia impusieron desafíos al sector educativo, llevando a las universidades a adoptar clases remotas y cursos masivos en línea (MOOC). En este contexto, el módulo Cultiva del CADEP ACACIA ofreció cursos voluntarios para el desarrollo personal y profesional de los estudiantes. Sin embargo, estudios previos evidencian una baja tasa de finalización. Este estudio analizó la relación entre el acompañamiento como soporte afectivo y pedagógico y la culminación de cursos MOOC en estudiantes de Inglés y Lengua y Literatura de una universidad pública peruana. Se empleó un enfoque mixto con diseño explicativo secuencial. La muestra incluyó 27 estudiantes, a quienes se aplicaron cuestionarios con coeficientes alfa de Cronbach de 0,84 y 0,79. Los resultados indicaron una correlación moderada y significativa. El análisis cualitativo confirmó que el acompañamiento favorece la finalización de los cursos, fortaleciendo la motivación y el compromiso académico. Se concluye que el soporte afectivo y pedagógico es clave para mejorar la permanencia y éxito en los MOOC.
COVID-19 and the post-pandemic imposed challenges to the educational sector, leading universities to adopt remote classes and massive online courses (MOOC). In this context, the Cultiva module of CADEP ACACIA offered voluntary courses for students' personal and professional development. However, previous studies evidenced a low completion rate. This study analyzed the relationship between accompaniment as affective and pedagogical support and the completion of MOOC courses in English and Language and Literature students at a Peruvian public university. A mixed approach with sequential explanatory design was used. The sample included 27 students, who were administered questionnaires with Cronbach's alpha coefficients of 0.84 and 0.79. The results indicated a moderate and significant correlation. The qualitative analysis confirmed that accompaniment favors course completion, strengthening motivation and academic commitment. It is concluded that affective and pedagogical support is key to improve permanence and success in MOOCs.
COVID-19 and the post-pandemic imposed challenges to the educational sector, leading universities to adopt remote classes and massive online courses (MOOC). In this context, the Cultiva module of CADEP ACACIA offered voluntary courses for students' personal and professional development. However, previous studies evidenced a low completion rate. This study analyzed the relationship between accompaniment as affective and pedagogical support and the completion of MOOC courses in English and Language and Literature students at a Peruvian public university. A mixed approach with sequential explanatory design was used. The sample included 27 students, who were administered questionnaires with Cronbach's alpha coefficients of 0.84 and 0.79. The results indicated a moderate and significant correlation. The qualitative analysis confirmed that accompaniment favors course completion, strengthening motivation and academic commitment. It is concluded that affective and pedagogical support is key to improve permanence and success in MOOCs.
Description
Vol. 9, No. 38