<?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>0185-2698</journal-id>
<journal-title><![CDATA[Perfiles educativos]]></journal-title>
<abbrev-journal-title><![CDATA[Perfiles educativos]]></abbrev-journal-title>
<issn>0185-2698</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0185-26982017000200103</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Modalidad MOOC para educación media básica: enseñanzas de una experiencia]]></article-title>
<article-title xml:lang="en"><![CDATA[MOOD for primary and secondary education: lessons from an experience]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vaillant Alcalde]]></surname>
<given-names><![CDATA[Denise]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rodríguez Zidán]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernasconi Piñeyrúa]]></surname>
<given-names><![CDATA[Gabriela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad ORT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad ORT Comité Académico del Programa de Doctorado en Educación ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidad ORT  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Uruguay</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2017</year>
</pub-date>
<volume>39</volume>
<numero>156</numero>
<fpage>103</fpage>
<lpage>118</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S0185-26982017000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S0185-26982017000200103&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S0185-26982017000200103&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El artículo analiza la eficiencia terminal y los diferentes escenarios de tecnología, conectividad y aprendizaje que caracterizaron la experiencia del curso SCRACHT SM4T, organizado por el Plan Ceibal de Uruguay, en convenio con una universidad privada. La metodología aplicada es de tipo descriptiva transeccional, y se basa en el análisis de variables, registros y datos de Internet de los estudiantes. El estudio mostró que es posible implementar nuevas ofertas de cursos MOOC en escenarios de menor o mayor nivel de formalización, mediante diferentes estrategias de apoyo tutorial docente. Uno de los hallazgos principales de la investigación es que la tasa de inalización es superior a las reportadas por la literatura internacional, y en la mayoría de los estudios sobre MOOC. Un segundo aporte es la identificación y análisis de tres tipos de escenarios formativos: adaptativo individual, grupal con apoyo de tutor, y masivo mediante inscripción desde un centro educativo formal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper analyzes the terminal efficiency and the different technology, connectivity and learning scenarios that characterized the experience of the SCRACHT SM4T course organized by the Plan Ceibal in Uruguay, in conjunction with a private university. The methodology applied is transactional descriptive in type, and is based on the analysis of student variables, records and internet data. The study showed that it is possible to implement new MOOC courses in scenarios with a greater or lesser level of formalization, using different teaching support strategies. One of the principal findings of the research is that the completion rate is higher than those reported in international literature, and in most studies on MOOC. A second contribution is the identification and analysis of three types of learning scenarios: individual adaptive, group with tutor support, and mass via enrollment from a formal education center.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[MOOC]]></kwd>
<kwd lng="es"><![CDATA[cursos en línea]]></kwd>
<kwd lng="es"><![CDATA[analíticas de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[tecnología]]></kwd>
<kwd lng="es"><![CDATA[apoyo tutorial]]></kwd>
<kwd lng="en"><![CDATA[MOOC]]></kwd>
<kwd lng="en"><![CDATA[online courses]]></kwd>
<kwd lng="en"><![CDATA[learning analytics]]></kwd>
<kwd lng="en"><![CDATA[technology]]></kwd>
<kwd lng="en"><![CDATA[tutorial support]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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