MOOCS EN CATALUÑA: UN INSTRUMENTO PARA LA INNOVACIÓN EN EDUCACIÓN SUPERIOR (MOOCS IN CATALONIA: FUELING INNOVATION IN HIGHER EDUCATION)
Policymakers and higher education institutions in Europe have shown an increasing interest in MOOCs after its prompt irruption in the United States. Although complex and changing, the MOOCs phenomenon has created great expectations in the higher education arena at several levels: pedagogical, strate...
Saved in:
| Published in: | Educación XX1 Vol. 18; no. 2; pp. 125 - 146 |
|---|---|
| Main Authors: | , , |
| Format: | Journal Article |
| Language: | Spanish |
| Published: |
Madrid
Universidad Nacional de Educacion a Distancia (UNED)
27.10.2015
Educación XX1 Universidad Nacional de Educación a Distancia (UNED) |
| Subjects: | |
| ISSN: | 1139-613X, 2174-5374, 2174-5374 |
| Online Access: | Get full text |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Abstract | Policymakers and higher education institutions in Europe have shown an increasing interest in MOOCs after its prompt irruption in the United States. Although complex and changing, the MOOCs phenomenon has created great expectations in the higher education arena at several levels: pedagogical, strategic and economic. In January 2013, the Government of Catalonia set up a singular effort to embrace and project the university's teaching system by issuing a public open tender to create or improve MOOCs. This paper analyses the first results of this effort and whether it provides enough evidence to confirm that this new offer in Catalonia shows symptoms of innovative disruption. The methodology framework is based on Christensen's theories on innovative disruption, which have been adapted to obtain a first some preliminary results. The analysis defines a set of variables for each of the dimensions being researched (evidence of a new market, level of adaptation from existing courses and model of associated costs) applied to a group of 14 selected courses from the first public call already done. The results of such a call, with only a 10.1 % of proposals funded over a global figure of 138, show clear signs of disruptive in innovation in the majority of the courses. The cost analysis compares both MOOCs and traditional online education showing the same level of importance regardless of the number of participants involved. Finally, the results suggest caution when examining the first available data from those courses. |
|---|---|
| AbstractList | Policymakers and higher education institutions in Europe have shown an increasing interest in MOOCs after its prompt irruption in the United States. Although complex and changing, the MOOCs phenomenon has created great expectations in the higher education arena at several levels: pedagogical, strategic and economic. In January 2013, the Government of Catalonia set up a singular effort to embrace and project the university's teaching system by issuing a public open tender to create or improve MOOCs. This paper analyses the first results of this effort and whether it provides enough evidence to confirm that this new offer in Catalonia shows symptoms of innovative disruption. The methodology framework is based on Christensen's theories on innovative disruption, which have been adapted to obtain a first some preliminary results. The analysis defines a set of variables for each of the dimensions being researched (evidence of a new market, level of adaptation from existing courses and model of associated costs) applied to a group of 14 selected courses from the first public call already done. The results of such a call, with only a 10.1 % of proposals funded over a global figure of 138, show clear signs of disruptive in innovation in the majority of the courses. The cost analysis compares both MOOCs and traditional online education showing the same level of importance regardless of the number of participants involved. Finally, the results suggest caution when examining the first available data from those courses. El fenómeno MOOC, surgido en los Estados Unidos, está despertando un gran interés tanto entre académicos como entre responsables políticos en Europa. Aunque complejo y cambiante, este fenómeno ha creado expectativas tanto a nivel pedagógico como estratégico o económico en el ámbito de la educación superior. En enero de 2013, la Generalitat de Catalunya impulsó un proyecto singular con la finalidad de dinamizar y proyectar la docencia del sistema universitario a través de una convocatoria abierta para la realización de MOOCs. En este artículo analizamos si sus resultados proporcionan evidencias suficientes para afirmar que este tipo de formación en Cataluña representa una innovación disruptiva. Para ello se ha establecido el marco teórico y analítico, principalmente basado en los trabajos de Christensen sobre innovación disruptiva, y se ha realizado un diseño metodológico, eminentemente de carácter exploratorio y descriptivo. El estudio define los indicadores básicos para cada una de las tres dimensiones bajo estudio (existencia de un nuevo mercado, grado de adaptación del curso y modelo de costes asociados) y recaba información de los 14 cursos seleccionados en la primera convocatoria. Los resultados de dicha convocatoria, con tan solo un 10.1 % de proyectos financiados, permiten afirmar, por un lado, que los participantes de este tipo de cursos tienen un perfil distinto al de los existentes en la oferta universitaria actual y, por otro, que la mayoría de cursos presentan claros síntomas de innovación disruptiva. Los costes de realización de los MOOCs se comparan con los modelos de costes de formación presencial y en línea, siendo del mismo orden de magnitud si no se ponderan por estudiante o participante. En definitiva, puede decirse que existen claros indicios de disrupción en innovación aunque es necesario perfilar el marco analítico y disponer de más datos para avanzar en la comprensión y alcance del fenómeno. Policymakers and higher education institutions in Europe have shown an increasing interest in MOOCs after its prompt irruption in the United States. Although complex and changing, the MOOCs phenomenon has created great expectations in the higher education arena at several levels: pedagogical, strategic and economic. In January 2013, the Government of Catalonia set up a singular effort to embrace and project the university's teaching system by issuing a public open tender to create or improve MOOCs. This paper analyses the first results of this effort and whether it provides enough evidence to confirm that this new offer in Catalonia shows symptoms of innovative disruption. The methodology framework is based on Christensen's theories on innovative disruption, which have been adapted to obtain a first some preliminary results. The analysis defines a set of variables for each of the dimensions being researched (evidence of a new market, level of adaptation from existing courses and model of associated costs) applied to a group of 14 selected courses from the first public call already done. The results of such a call, with only a 10.1 % of proposals funded over a global figure of 138, show clear signs of disruptive in innovation in the majority of the courses. The cost analysis compares both MOOCs and traditional online education showing the same level of importance regardless of the number of participants involved. Finally, the results suggest caution when examining the first available data from those courses. El fenómeno MOOC, surgido en los Estados Unidos, está despertando un gran interés tanto entre académicos como entre responsables políticos en Europa. Aunque complejo y cambiante, este fenómeno ha creado expectativas tanto a nivel pedagógico como estratégico o económico en el ámbito de la educación superior. En enero de 2013, la Generalitat de Catalunya impulsó un proyecto singular con la finalidad de dinamizar y proyectar la docencia del sistema universitario a través de una convocatoria abierta para la realización de MOOCs. En este artículo analizamos si sus resultados proporcionan evidencias suficientes para afirmar que este tipo de formación en Cataluña representa una innovación disruptiva. Para ello se ha establecido el marco teórico y analítico, principalmente basado en los trabajos de Christensen sobre innovación disruptiva, y se ha realizado un diseño metodológico, eminentemente de carácter exploratorio y descriptivo. El estudio define los indicadores básicos para cada una de las tres dimensiones bajo estudio (existencia de un nuevo mercado, grado de adaptación del curso y modelo de costes asociados) y recaba información de los 14 cursos seleccionados en la primera convocatoria. Los resultados de dicha convocatoria, con tan solo un 10.1% de proyectos financiados, permiten afirmar, por un lado, que los participantes de este tipo de cursos tienen un perfil distinto al de los existentes en la oferta universitaria actual y, por otro, que la mayoría de cursos presentan claros síntomas de innovación disruptiva. Los costes de realización de los MOOCs se comparan con los modelos de costes de formación presencial y en línea, siendo del mismo orden de magnitud si no se ponderan por estudiante o participante. En definitiva, puede decirse que existen claros indicios de disrupción en innovación aunque es necesario perfilar el marco analítico y disponer de más datos para avanzar en la comprensión y alcance del fenómeno. info:eu-repo/semantics/publishedVersion |
| Author | Sancho-Vinuesa, Teresa Oliver, Miquel Gisbert, Mercè |
| Author_xml | – sequence: 1 givenname: Teresa surname: Sancho-Vinuesa fullname: Sancho-Vinuesa, Teresa – sequence: 2 givenname: Miquel surname: Oliver fullname: Oliver, Miquel – sequence: 3 givenname: Mercè surname: Gisbert fullname: Gisbert, Mercè |
| BookMark | eNo9z0Fr2zAUB3AxWlja7ri7YZft4E7Sk2RpN-O5icC1i2OP3IQiyyOhizs7OfQr9Fb6kfrF5sRhh4fe-8P_B7pCF7tu5xH6TPAtV4x9983BrVbklgAT9AOaURKxkEPELtCMEFChILD6iK6GYYsxV4qLGXq5L4pkGaR5kMRVnNXvr_GPoM4DnS-rsr5P86oIHuIyDrJ4zPLiV5zo97f8WEh_1sn5WtYPaamLMvg6cfrMFbkeubs6zXQ-P_crXRz5YKHni7SclGP27QZdtvZx8J_O7zWq79IqWYRZMddJnIWOYrEPwTWOeYgI9q0ksnVSeHCWrKVdK8Ej5p1SDI970yqvbGRb1XDGKJdrcJ7DNdKT23R2a576zR_bP5vObswp6Prfxvb7jXv0JpLQetsy6oVjrGkkSOqAMwDccHuyyGS54eBM753vnd2fsP_HcSiOqAEOArOx82XqPPXd34Mf9mbbHfrd-GVDhAJBCZUC_gEnPodx |
| ContentType | Journal Article |
| Contributor | Universitat Pompeu Fabra Universitat Rovira i Virgili Universitat Oberta de Catalunya (UOC) |
| Contributor_xml | – sequence: 1 fullname: Universitat Pompeu Fabra – sequence: 2 fullname: Universitat Rovira i Virgili – sequence: 3 fullname: Universitat Oberta de Catalunya (UOC) |
| Copyright | Copyright Universidad Nacional de Educacion a Distancia (UNED) 2015 CC BY-NC info:eu-repo/semantics/openAccess http://creativecommons.org/licenses/by-nc/3.0/es |
| Copyright_xml | – notice: Copyright Universidad Nacional de Educacion a Distancia (UNED) 2015 – notice: CC BY-NC info:eu-repo/semantics/openAccess <a href="http://creativecommons.org/licenses/by-nc/3.0/es/">http://creativecommons.org/licenses/by-nc/3.0/es/</a> |
| DBID | 0-V 3V. 7XB 88B 8A4 8FK ABUWG AFKRA ALSLI AZQEC BENPR CCPQU CJNVE CLZPN DWQXO GNUQQ M0P PHGZM PHGZT PIMPY PKEHL PQEDU PQEST PQQKQ PQUKI PRINS Q9U XX2 DOA |
| DOI | 10.5944/educXX1.13462 |
| DatabaseName | ProQuest Social Sciences Premium Collection【Remote access available】 ProQuest Central (Corporate) ProQuest Central (purchase pre-March 2016) Education Database (Alumni) Education Periodicals ProQuest Central (Alumni) (purchase pre-March 2016) ProQuest Central (Alumni) ProQuest Central UK/Ireland Social Science Premium Collection ProQuest Central Essentials ProQuest Central ProQuest One Community College Education Collection Latin America & Iberia Database ProQuest Central ProQuest Central Student Education Database ProQuest Central Premium ProQuest One Academic (New) Publicly Available Content Database ProQuest One Academic Middle East (New) ProQuest One Education ProQuest One Academic Eastern Edition (DO NOT USE) ProQuest One Academic (retired) ProQuest One Academic UKI Edition ProQuest Central China ProQuest Central Basic Recercat DOAJ Directory of Open Access Journals |
| DatabaseTitle | Publicly Available Content Database ProQuest One Education Social Science Premium Collection Education Collection ProQuest Central Student ProQuest One Academic Middle East (New) ProQuest Central Basic ProQuest Education Journals ProQuest Central Essentials ProQuest One Academic Eastern Edition ProQuest Central (Alumni Edition) ProQuest One Community College ProQuest Professional Education ProQuest Central China ProQuest Central Latin America & Iberian Database ProQuest Social Sciences Premium Collection ProQuest One Academic UKI Edition ProQuest Central Korea ProQuest Central (New) ProQuest One Academic ProQuest Education Journals (Alumni Edition) ProQuest One Academic (New) ProQuest Central (Alumni) |
| DatabaseTitleList | Publicly Available Content Database |
| Database_xml | – sequence: 1 dbid: DOA name: DOAJ Directory of Open Access Journals url: https://www.doaj.org/ sourceTypes: Open Website – sequence: 2 dbid: PIMPY name: Publicly Available Content Database url: http://search.proquest.com/publiccontent sourceTypes: Aggregation Database |
| DeliveryMethod | fulltext_linktorsrc |
| Discipline | Education |
| EISSN | 2174-5374 |
| EndPage | 146 |
| ExternalDocumentID | oai_doaj_org_article_783feaf42e6c44dd8382c354330d5ae5 oai_recercat_cat_2072_353604 3734952841 |
| Genre | Feature |
| GroupedDBID | -W8 0-V 3V. 5GY 5VS 635 7XB 8A4 8FK AAFWJ AAHSB ABUWG ACHQT ADBBV AFFHD AFKRA AFPKN AIKWM ALMA_UNASSIGNED_HOLDINGS ALSLI ARALO AZQEC B14 BCNDV BENPR BPHCQ CCPQU CJNVE CLZPN DWQXO FAEIB GNUQQ GROUPED_DOAJ HEY IPNFZ KQ8 M0P OK1 PHGZM PHGZT PIMPY PKEHL PQEDU PQEST PQQKQ PQUKI PRINS PROAC Q9U RDY RIG RNS ~OR XX2 |
| ID | FETCH-LOGICAL-c206t-3cdc4e3710ef818fc86e3ca1b8ab96574ec9940b96df9e9a7af9d544258b3ce53 |
| IEDL.DBID | DOA |
| ISSN | 1139-613X 2174-5374 |
| IngestDate | Fri Oct 03 12:41:37 EDT 2025 Fri Nov 07 13:43:54 EST 2025 Sun Nov 09 08:08:02 EST 2025 |
| IsDoiOpenAccess | true |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 2 |
| Language | Spanish |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c206t-3cdc4e3710ef818fc86e3ca1b8ab96574ec9940b96df9e9a7af9d544258b3ce53 |
| Notes | SourceType-Scholarly Journals-1 ObjectType-Feature-1 content type line 14 |
| OpenAccessLink | https://doaj.org/article/783feaf42e6c44dd8382c354330d5ae5 |
| PQID | 1693621286 |
| PQPubID | 1596379 |
| PageCount | 22 |
| ParticipantIDs | doaj_primary_oai_doaj_org_article_783feaf42e6c44dd8382c354330d5ae5 csuc_recercat_oai_recercat_cat_2072_353604 proquest_journals_1693621286 |
| PublicationCentury | 2000 |
| PublicationDate | 2015-10-27 |
| PublicationDateYYYYMMDD | 2015-10-27 |
| PublicationDate_xml | – month: 10 year: 2015 text: 2015-10-27 day: 27 |
| PublicationDecade | 2010 |
| PublicationPlace | Madrid |
| PublicationPlace_xml | – name: Madrid |
| PublicationTitle | Educación XX1 |
| PublicationYear | 2015 |
| Publisher | Universidad Nacional de Educacion a Distancia (UNED) Educación XX1 Universidad Nacional de Educación a Distancia (UNED) |
| Publisher_xml | – name: Universidad Nacional de Educacion a Distancia (UNED) – name: Educación XX1 – name: Universidad Nacional de Educación a Distancia (UNED) |
| SSID | ssj0059956 |
| Score | 1.9687401 |
| Snippet | Policymakers and higher education institutions in Europe have shown an increasing interest in MOOCs after its prompt irruption in the United States. Although... El fenómeno MOOC, surgido en los Estados Unidos, está despertando un gran interés tanto entre académicos como entre responsables políticos en Europa. Aunque... |
| SourceID | doaj csuc proquest |
| SourceType | Open Website Open Access Repository Aggregation Database |
| StartPage | 125 |
| SubjectTerms | Cost Effectiveness disruptive innovation Distance Education educació superior educación superior Educational technology Ensenyament virtual Enseñanza virtual Higher education innovació disruptiva innovación disruptiva Innovation Innovations MOOCs Online instruction Teaching Methods Web-based instruction |
| SummonAdditionalLinks | – databaseName: ProQuest Central dbid: BENPR link: http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1Nj5QwGG501oMXv83OupoePKgJLtAWihfDTpgdkrFM2GHDjUA_jJeddZjdH-HN-JP2j9kXOuvBxIsHCC1tQ3jbp29fyvMg9BY0ta0bID1jJzuPMp94nAaBPfk6AXKUdohDXixjIXhdJysXcOvdtso9Jg5ArTYSYuQnQBoSWZzl0eer7x6oRsHXVSehcR8dAFMZnaCD00ysyj0WA5vW8H-R9XPsIonUI8smSyg9AWbUug4-BoSCVM5E9tfSEff_hcvDZDN__L-P-QQ9cm4mTsd-8RTd0_0zUGh2uzmeox9fimJ2jjOBZ-k6XVa3P9NPuBLYLubXZQUM_wVepWWKl6nNE8VFOstvfwmoMIj1jKnzamUXgkWJ343N5a65QuS2uXmVLXNx5upDLAwKLPKzRVbiO8mf9y9QNc_Ws4XndBk8GfrRziNSSaqJ9U20sfO9kTzSRLZBx9suiVhMtUwS6ttrZRKdtHFrEsWoRQfeEakZeYkml5tLfYiwIRwcOOs7h5oaw1oiqep0TBlXJFbdFH0AuzQW_fXWvqEG2LDvEnCEfhw2hJHIp1N0CtZrrkaejqHskLHZfm3cQGxiToxuDQ11JClVihMeSsIoIb5irWZTdLw3bOOGc9_8serRv2-_Qg-tRzVwu4bxMZrsttf6NXogb3bf-u0b1zt_A_5j5I4 priority: 102 providerName: ProQuest |
| Title | MOOCS EN CATALUÑA: UN INSTRUMENTO PARA LA INNOVACIÓN EN EDUCACIÓN SUPERIOR (MOOCS IN CATALONIA: FUELING INNOVATION IN HIGHER EDUCATION) |
| URI | https://www.proquest.com/docview/1693621286 https://recercat.cat/handle/2072/353604 https://doaj.org/article/783feaf42e6c44dd8382c354330d5ae5 |
| Volume | 18 |
| hasFullText | 1 |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| journalDatabaseRights | – providerCode: PRVAON databaseName: DOAJ Directory of Open Access Journals customDbUrl: eissn: 2174-5374 dateEnd: 20171231 omitProxy: false ssIdentifier: ssj0059956 issn: 2174-5374 databaseCode: DOA dateStart: 20000101 isFulltext: true titleUrlDefault: https://www.doaj.org/ providerName: Directory of Open Access Journals – providerCode: PRVPQU databaseName: Education Database customDbUrl: eissn: 2174-5374 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0059956 issn: 2174-5374 databaseCode: M0P dateStart: 19980101 isFulltext: true titleUrlDefault: https://search.proquest.com/education providerName: ProQuest – providerCode: PRVPQU databaseName: Latin America & Iberian Database customDbUrl: eissn: 2174-5374 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0059956 issn: 2174-5374 databaseCode: CLZPN dateStart: 19980101 isFulltext: true titleUrlDefault: https://search.proquest.com/latinamericaiberian providerName: ProQuest – providerCode: PRVPQU databaseName: ProQuest Central customDbUrl: eissn: 2174-5374 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0059956 issn: 2174-5374 databaseCode: BENPR dateStart: 19980101 isFulltext: true titleUrlDefault: https://www.proquest.com/central providerName: ProQuest – providerCode: PRVPQU databaseName: Publicly Available Content Database customDbUrl: eissn: 2174-5374 dateEnd: 99991231 omitProxy: false ssIdentifier: ssj0059956 issn: 2174-5374 databaseCode: PIMPY dateStart: 19980101 isFulltext: true titleUrlDefault: http://search.proquest.com/publiccontent providerName: ProQuest |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwrV1NT6RAEO2YcQ9ejLurcXbdCQdPJijQ1dDtjZmMWZORIeNg8ESgPxIvo5kP_4fxJ_nHrG7QmHjw4oEOXYEA1XTVK9K8R8ix1dRGGCB9g8nOBxZQn0MYYhNoYclRavcd8maSZBkvS5F_kPqya8JaeuDWcWcJp0bXBiIdSwClOOWRpAywDles1o69FFHPWzHVxmDLouX-K0J8g8URLVt2TSYAziwjalmGpyEFK5HTk6uN7Aj7P8Vjl2Qu9shuhw69tL2rn2RLL35ZYeVuEcZvgiFwOrr2xpk3SufppHh5Ss-9IvOwBp_PCkvMP_XydJZ6kxRt2fQmHV2-PGf2BKex0_auixzrt-lsnxQX4_nov98pIvgyCuK1T6WSoCmiAm0w0xrJY01lHTa8bkTMEtBSCAhwXxmhRZ3URigGOC95Q6Vm9ID0FvcLfUg8Q7mFTohaIw3GsJpKUI1OgHFFE9X0yYn1TIVxVy_xISvLQ_3esVsUJFFFGY0D6JOh9V_10DJkuGOdAUey6kay-mok--TozftVN5FWleWKiTG98vjPd1zjL9lBxOO4V6PkiPTWy43-R37Ix_Xdajkg28Nxls8G7l3C9irI0ZZfXuW3rwgkyRA |
| linkProvider | Directory of Open Access Journals |
| linkToHtml | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V1Nb5RAGJ7UrYm9-G26WnUOatQEC8wAg4kHxN0uKYXN7tIQLwjDYLx067LV-Be8Gf-Hf6J_zPeF2Xow8daDBwgzzMzh5eX9mI_nIeQJcmpDGCCNBpydwR2TGYJbFtxM5SM4StnNQx7HXpKIPPenW-TX5iwMbqvc2MTOUNdLiXPk-wga4oKdFa7eQXmovn2F_Kx9E72Dj_nUtsejRTgxNIWAIW3TXRtM1pIrBm5UNeCaGilcxWRpVaKsfNfxuJK-z014rhtf-aVXNn7tcFBkUTGpkBLCfnb62UCWKlzN1ZQdV8i2cCFyGpDtMH4_TTa2H9G7uvNMEFdBUsbyHtXT8TnfRyTWPLdeWYwjNc9AtmdSEwX85Qc65za-8b-J5Sa5rsNoGvR6f4tsqfY2MlDr3Sp3yPejNA3ndJTQMFgEcXb-I3hNs4RGyXwxy5DBIKXTYBbQOIC6JD0Owuj8Z4IdOjKivjTPppDopjP6vB8u0sOlSQTDjbNRHCUHuj_O9WGDSXQwGc3oBaXRi7skuxTp3CODk-WJ2iW0YQIDVMgNbMWbximZ5HWlPO6Imnl1NSQvUQ8K8G5qBRIqEO37ooCXbXp2wRzmmnxI3qK2FKc9DknXtqtYrj4W2tAUnmCNKhtuK1dyXteCCVsyhzNm1k6pnCHZ2yhSoc1VW_zRovv_fv2YXJssjuICpHv4gOxA9Njh2NreHhmsV2fqIbkqv6w_tatH-s-g5MNlK-Jv4qBDdA |
| linkToPdf | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMw1V1Nb9MwGLamghAXvhEdA3wACZBCk9hJHCSEQteu0bokapspt5A4NtplHU0H4i9wQ_wbrvtjvG8-xgGJ2w4cEsWO7cObx--HY78PIc-RUxvcAGloMHYGd0xmCG5ZcDOVj8lRimYd8njuRZHIMj_ZIb_6szC4rbLXiY2irtYS18hHmDTEBT0r3JHutkUk-9P3Z58NZJDCP609nUYLkUP17SuEb_W7cB--9Qvbnk5W45nRMQwY0jbdrcFkJbliYGWVBsulpXAVk4VViqL0XcfjSvo-N-G50r7yC6_QfuVwwLkomVTIGAHq_5rH23DuyEx6K4B5vJqTTeBhQXjGsja_p-NzPsKcrFlmvbEYR5KegazPZUcZ8JdFaMzc9Pb_LKA75FbnXNOgnQ13yY6q7yEvdbeH5T75fhTH4yWdRHQcrIJ5evEjeEvTiIbRcrVIkdcgpkmwCOg8gLooPg7G4cXPCDs0FEVtaZkmEP7GC_qyHS7shoujEIabppN5GB10_XEFEBvMwoPZZEEviY5ePSDplYjiIRmcrk_VI0I1E-i2QsRgK661UzDJq1IBjETFvKockteIiRxsntqAhHLMAX5ZwMs2PTtnDnNNPiQfEDn5WZudpGnbVKw3n_JO_eSeYFoVmtvKlZxXlWDClszhjJmVUyhnSPZ6UOWdEqvzP4ja_ffrZ-QGQC0H4R4-JjfBpWyS29reHhlsN-fqCbkuv2xP6s3TZopQ8vGqIfcbvwZKqg |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=MOOCS+EN+CATALU%C3%91A%3A+UN+INSTRUMENTO+PARA+LA+INNOVACI%C3%93N+EN+EDUCACI%C3%93N+SUPERIOR&rft.jtitle=Educaci%C3%B3n+XX1&rft.au=Teresa+Sancho-Vinuesa&rft.au=Miquel+Oliver&rft.au=Merc%C3%A8+Gisbert&rft.date=2015-10-27&rft.pub=Universidad+Nacional+de+Educaci%C3%B3n+a+Distancia+%28UNED%29&rft.issn=1139-613X&rft.eissn=2174-5374&rft.volume=18&rft.issue=2&rft.spage=125&rft.epage=146&rft_id=info:doi/10.5944%2FeducXX1.13462&rft.externalDBID=DOA&rft.externalDocID=oai_doaj_org_article_783feaf42e6c44dd8382c354330d5ae5 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1139-613X&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1139-613X&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1139-613X&client=summon |