The implementation of Small Private Online Courses (SPOC) as a new approach to education
International Journal of Educational Technology in Higher Education, ISSN: 2365-9440, Vol: 17, Issue: 1
2020
- 22Citations
- 109Captures
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
Article Description
This article presents a study of the participants of a Small Private Online Course (SPOC) entitled “The Didactic Programming: Elements and Process of Elaboration” at the University of Málaga (Spain). Since the concept was first introduced in 2013, SPOCs have been progressively implemented in higher education. They were conceived to succeed where Massive Open Online Courses (MOOCs) failed, namely in the high drop-out rate. Using a descriptive method, a questionnaire was designed to collect data on the individual characteristics of the University students participating in the SPOC, the degree of satisfaction they expressed at the end of the training process and their opinion regarding class-based courses. The completion rate was 78.7%, and 70.6% of them had previously undertaken online training activities. All the sections of the course (objectives, contents, evaluation, etc.) were favourably evaluated by more than 85% of the participants, as well as their preference for online training.
Bibliographic Details
http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85088858676&origin=inward; http://dx.doi.org/10.1186/s41239-020-00206-1; https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-020-00206-1; https://link.springer.com/content/pdf/10.1186/s41239-020-00206-1.pdf; https://link.springer.com/article/10.1186/s41239-020-00206-1/fulltext.html; https://dx.doi.org/10.1186/s41239-020-00206-1
Springer Science and Business Media LLC
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