<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672017000200279</article-id>
<article-id pub-id-type="doi">10.23913/ride.v8i15.300</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Impacto del fenómeno MOOC: la personalización en la educación superior]]></article-title>
<article-title xml:lang="en"><![CDATA[MOOC phenomenon impact: Personalization in higher education]]></article-title>
<article-title xml:lang="pt"><![CDATA[Impacto do fenômeno MOOC: personalização no ensino superior]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Escudero Nahón]]></surname>
<given-names><![CDATA[Alexandro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Núñez Urbina]]></surname>
<given-names><![CDATA[Alicia Angélica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Informática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Autónoma de Querétaro Facultad de Informática ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2017</year>
</pub-date>
<volume>8</volume>
<numero>15</numero>
<fpage>279</fpage>
<lpage>310</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672017000200279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672017000200279&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672017000200279&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Desde su aparición en 2008, los cursos en línea masivos y abiertos (MOOC, por sus siglas en inglés) llegaron a ser catalogados como un fenómeno con alto impacto en la educación universitaria; sin embargo, a través de los años se ha hecho evidente que la concepción inicial de estos ha sufrido transformaciones. Los MOOC se encuentran en plena evolución y su creciente diversificación muestra un alejamiento de la noción de masivo. Este trabajo presenta resultados preliminares de una investigación en curso, basada en la Metodología de la Teoría Fundamentada. A partir del análisis de datos cualitativos, fue posible identificar las categorías de un MOOC personalizable y cómo se ha reflejado este concepto en la educación superior, desde la experiencia y perspectiva de usuarios que ya han sido consumidores y/o productores de este tipo de cursos. Los datos sugieren que, los usuarios de MOOC experimentan cuatro fases: Consumo indiscriminado, Discriminación inteligente, Tropicalización y Personalización. En instituciones de educación superior, los MOOC están siendo utilizados como estrategia para resolver problemas específicos: semestre cero, complemento a clases presenciales, divulgación, entre otros. La diversificación que están sufriendo los MOOC pone en evidencia la necesidad de un alejamiento de la noción de masivo. Pensar en proponer metodologías para el diseño de MOOC que vayan de lo masivo a lo personalizable facilitará la producción de MOOC para atender necesidades de grupos de usuarios específicos en contextos educativos con objetivos particulares.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Desde a sua criação em 2008, os cursos on-line em massa e abertos (MOOCs) passaram a ser considerados um fenômeno com alto impacto na educação universitária; No entanto, ao longo dos anos tornou-se evidente que a concepção inicial destes sofreu transformações. Os MOOCs estão em plena evolução e sua crescente diversificação mostra um desvio da noção de massa. Este artigo apresenta os resultados preliminares de uma pesquisa em andamento, baseada na teoria da teoria fundamentada. A partir da análise de dados qualitativos, foi possível identificar as categorias de um MOOC personalizável e como esse conceito se refletiu no ensino superior, a partir da experiência e perspectiva dos usuários que já foram consumidores e / ou produtores deste tipo de cursos . Os dados sugerem que os usuários do MOOC experimentam quatro fases: Consumo Indiscriminado, Discriminação Inteligente, Tropicalização e Personalização. Nas instituições de ensino superior, os MOOCs estão sendo usados como uma estratégia para resolver problemas específicos: semestre zero, complemento a aulas presenciais, disseminação, entre outros. A diversificação dos MOOCs destaca a necessidade de se afastar da noção de massa. Pensar em propor metodologias para o design do MOOC que vão do maciço ao personalizável facilitarão a produção do MOOC para atender às necessidades de grupos específicos de usuários em contextos educacionais com objetivos específicos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[técnicas cualitativas]]></kwd>
<kwd lng="es"><![CDATA[teoría fundamentada]]></kwd>
<kwd lng="es"><![CDATA[MOOC]]></kwd>
<kwd lng="es"><![CDATA[Massive Open Online Course]]></kwd>
<kwd lng="es"><![CDATA[educación en línea]]></kwd>
<kwd lng="es"><![CDATA[educación superior]]></kwd>
<kwd lng="en"><![CDATA[Qualitative Techniques]]></kwd>
<kwd lng="en"><![CDATA[Grounded Theory]]></kwd>
<kwd lng="en"><![CDATA[MOOC]]></kwd>
<kwd lng="en"><![CDATA[Open Massive Online Course]]></kwd>
<kwd lng="en"><![CDATA[Online Education]]></kwd>
<kwd lng="en"><![CDATA[Higher Education]]></kwd>
<kwd lng="pt"><![CDATA[técnicas qualitativas]]></kwd>
<kwd lng="pt"><![CDATA[teoria fundamentada]]></kwd>
<kwd lng="pt"><![CDATA[MOOC]]></kwd>
<kwd lng="pt"><![CDATA[Massive Open Online Course]]></kwd>
<kwd lng="pt"><![CDATA[educação on-line]]></kwd>
<kwd lng="pt"><![CDATA[ensino superior]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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</ref-list>
</back>
</article>
