期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2019
卷号：35
期号：5
页码：111-127
DOI：10.14742/ajet.4215
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：This research analysed social MOOCs (sMOOCs), which are characterised by the involvement and the interaction of participants in a model based on intercreativity, with the final objective of transferring knowledge by an agile replicating process. The fieldwork focused on the analysis of the sMOOC “Step by Step” of the European Commission-funded Elearning, Communication and Open-data (ECO) Project, which aims to build and apply an innovative pedagogical model for the the training of e-teachers. This sMOOC reaches out to a specific academic community, providing learners with digital competences in order to transform them in e-teachers. The quantitative analysis was done via an online questionnaire. One of the most significant conclusions, which answers the research questions regarding why and how to make a successful sMOOC, is that the design of collaborative activities increases the involvement of learners with the course and the interaction between participants, independent of age but dependent on area of work. This formative process in turn generates transfer of learning together with the embedded pedagogical transformation in e-teachers. This validates the addition of the transferMOOC (tMOOC) model to the existing typologies of MOOCs.
