The DOI matches its Crossref record; 37 of the 37 references it cites were found in a registry or an index.
The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life
Open accessAbstract
Abstract This study examines the efficacy of a MOOC-format instructional program, Improvement of personal competencies for success, which entailed the use of four clearly differentiated instructional approaches (three experimental approaches and one control approach): (1) product, with an emphasis on the final result and the overall quality; (2) processes, with an emphasis on recursion and constant self-assessment of the processes; (3) mixed, oriented on the result and overall quality as well as to recursion, self-reflection and self-assessment; and (4) traditional (control) focused on online instruction of the subjects and on the accomplishment of tasks. The MOOC was designed and implemented through the Universidad de Leon’s external Moodle (Ariadne). It involved 745 people aged between 10 and 50, though only 336 completed it. The results demonstrate the efficacy of the MOOC—irrespective of the instructional approach followed—for instruction on different contents and competencies, such as resilience, achievement motivation and self-esteem; they reveal a statistically significant increase in different variables such as self-efficacy and they confirm the effectiveness of Moodle for the design and development of a MOOC. The implications of these findings are discussed and evaluated.
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“However, only 4% of papers analyse the teachers’ perspectives of using Moodle (Babo & Suhonen, 2018; Badia et al., 2019; García-Martín & García-Sánchez, 2020; Jackson, 2017; Marczak et al., 2016; Valero & Cárdenas, 2017).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as García-Martín & García-Sánchez, 2020
In the citing paper
“Qualitative research studies in this review evaluated mainly the students’ perspective: their preferences, perceptions, satisfaction, and attitudes towards online learning, including the online tools being utilised (Botelho et al., 2020; Cakiroglu et al., 2017; García-Martín & García-Sánchez, 2020; Tsai & Tang, 2017).”
From A systematic review on trends in using Moodle for teaching and learning (2022) · cites this paper as García-Martín & García-Sánchez, 2020
Citations
Cites
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van Deursen, A. J. A. M., Bolle, C. L., Hegner, S. M., & Kommers, P. A. M. (2015) · Computers in Human Behavior · doi:10.1016/j.chb.2014.12.039 · Cited by 1,031
Instructional quality of Massive Open Online Courses (MOOCs)
Margaryan, A., Bianco, M., & Littlejohn, A. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.08.005 · Cited by 769
Understanding the MOOCs continuance: The role of openness and reputation
Alraimi, K. M., Zo, H., & Ciganek, A. P. (2015) · Computers & Education · doi:10.1016/j.compedu.2014.08.006 · Cited by 657
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Research works printed but not linked: 2
- Alturkistani, 2019, 27, 1
- Lorenz, 2015, From moodle to mooin: Development a MOOC platform, European MOOCs Stakeholder Summit (EMOOCs), 102
Cited by
A systematic review on trends in using Moodle for teaching and learning
Gamage, S. H. P. W., Ayres, J. R., & Behrend, M. B. (2022) · International Journal of STEM Education · doi:10.1186/s40594-021-00323-x · Cited by 360
Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation
Code, J. (2020) · Frontiers in Education · doi:10.3389/feduc.2020.00019 · Cited by 162
Papadakis, S. (2023) · Advances in Mobile Learning Educational Research · doi:10.25082/amler.2023.01.017 · Cited by 143
García‐Martín, J., & Sánchez, J. N. G. (2022) · International Journal of Environmental Research and Public Health · doi:10.3390/ijerph19063358 · Cited by 65
Self-citationDetermining Factors in MOOCs Completion Rates: Application Test in Energy Sustainability Courses
Romero-Rodríguez, L. M., Soledad, M., & Aguaded, I. (2020) · Sustainability · doi:10.3390/su12072893 · Cited by 33
Metadata
- Authors
- García-Martín, J., & García-Sánchez, J.-N.
- Affiliations
- Universidad de la Costa (CO)
- Corresponding author
- García-Sánchez, Jesús-Nicasio
- Venue
- Revista de Psicodidáctica (English ed.)
- Publisher
- Elsevier BV
- Published
- 2020-01
- Volume
- 25
- Issue
- 1
- Pages
- 36-44
- ISSN
- 2530-3805 (ISSN-L)
- OpenAlex
- W2984792113
- Cited by
- 25
- References
- 37
- Citations by year
- 2026: 2 · 2025: 3 · 2023: 7 · 2022: 4 · 2021: 5 · 2020: 4
- FWCI
- 3.52
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- public-domain
- www.elsevier.com/tdm/userlicense/1.0/ (tdm)
- www.elsevier.com/legal/tdmrep-license (tdm)
- Locations
- Revista de Psicodidáctica (English ed ) (publishedVersion)
- DSPACE System - Metalibrary (University of the Coast) (submittedVersion, public-domain)
- Funders
- Ministerio de Ciencia e Innovación (EDU2010-19250/EDUC)
- Topics
- Physical Sciences › Computer Science › Computer Science Applications › Online Learning and Analytics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › Educational Technology and E-Learning
- Keywords
- MOOCs, teaching methods, personal competencies, self-efficacy, resilience, achievement motivation, self-esteem, self-assessment, self-reflection, Moodle, online learning, MOOC effectiveness
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- García-Martín, J., & García-Sánchez, J.-N. (2020). The effectiveness of four instructional approaches used in a MOOC promoting personal skills for success in life. Revista de Psicodidáctica (English ed.). https://doi.org/10.1016/j.psicoe.2019.08.001
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
