Resumen

ESCUDERO NAHON, Alexandro  y  NUNEZ URBINA, Alicia Angélica. MOOC phenomenon impact: Personalization in higher education. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2017, vol.8, n.15, pp.279-310. ISSN 2007-7467.  https://doi.org/10.23913/ride.v8i15.300.

Since its appearance in 2008, Massive Open Online Courses (MOOC) have come to be classified as a phenomenon with a high impact on university education; however, over the years it has become evident that the initial conception of these has undergone transformations. The MOOC are in full evolution and their increasing diversification shows a departure from the notion of mass. Preliminary results of an ongoing research, based on Grounded Theory Methodology is presented in this paper. From qualitative data analyzed, was possible to identify the categories of a customizable MOOC and how this concept has been reflected in higher education, from the experience and perspective of consumers users and / or courses producers. The data suggest that MOOC users experience four phases: Indiscriminate Consumption, Intelligent Discrimination, Tropicalization, and Personalization. In higher education institutions, MOOC are being used as a strategy to solve specific problems: zero semester, classroom complement, diffusion, among others. The MOOC diversification highlights the need to move away from the mass notion. To think about proposing methodologies for the MOOC design going from the massive to the personalizable, will facilitate the MOOC production meeting needs of specific users groups in educational contexts with particular objectives.

Palabras llave : Qualitative Techniques; Grounded Theory; MOOC; Open Massive Online Course; Online Education; Higher Education.

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