Empleo de los MOOC en la organización del aprendizaje basado en problemas durante la formación profesional de los estudiantes con orientación en TI

Introducción. La transformación digital de la educación juega un papel clave en la formación de especialistas con gran demanda en las tecnologías de información (TI). En las condiciones actuales, el método de aprendizaje basado en problemas se ha ido introduciendo activamente en el proceso formativo de la educación superior y contribuye a la formación de competencias profesionales, comunicativas y digitales de los estudiantes de Tecnologías de información.

Objetivo. El objetivo del estudio es fundamentar el uso de los componentes de los cursos masivos abiertos en línea (MOOC) en la organización de la formación basada en problemas para estudiantes de Tecnologías de información con el fin de mejorar sus competencias profesionales.

Metodología, métodos y procesos de investigación. En el estudio, que se llevó a cabo durante dos años académicos a partir de 2022 en la Universidad de Karagandá Académico E.A. Buketov, participaron 24 profesores que imparten formación especializada a estudiantes de Tecnologías de información y 86 estudiantes. En la primera etapa, se desarrolló un modelo para integrar los MOOC en la estructura de la disciplina especializada de Tecnologías de información en el marco del aprendizaje basado en problemas y se determinó el nivel inicial de preparación de los estudiantes para utilizar los cursos MOOC. En la segunda etapa, se reveló la eficacia del uso de cursos MOOC en la implementación del aprendizaje basado en problemas en el estudio de las disciplinas de las TI. En la tercera etapa, se resumen los resultados y se formulan conclusiones.

Resultados y novedad científica. Se han identificado enfoques para organizar el aprendizaje basado en problemas en la preparación de estudiantes de Tecnologías de información. El uso de los cursos MOOC Coursera se justifica, ya que es la plataforma más conveniente para realizar cursos en TI. Se ha desarrollado y probado experimentalmente un modelo para integrar los MOOC a la estructura de la disciplina académica en la organización del aprendizaje basado en problemas.

Significado práctico. Los resultados del estudio empírico sobre la participación de los estudiantes en el uso de los MOOC en entornos de aprendizaje basado en problemas, demuestran la funcionalidad de los cursos MOOC Coursera y el impacto positivo en el proceso de aprendizaje. Se fundamenta la viabilidad de utilizar los MOOC en el contexto de la implementación del aprendizaje basado en problemas para el desarrollo de competencias profesionales en TI de los estudiantes.

1. World Economic Forum: The Future of Jobs Report – 2020. Accessed July 14, 2024. https://www.weforum.org/publications/the-future-of-jobs-report-2020/

2. De Smet A. What is the future of work? McKinsey Global Institute; 2023. Accessed July 11, 2024. https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-is-the-future-of-work

3. Brynjolfsson E., McAfee A. The second machine age: work, progress, and prosperity in a time of brilliant technologies. Journal of Information Technology Case and Application Research. 2014;16(2):112– 115. doi:10.1080/15228053.2014.943094

4. Bianchini M., Maffei S. Facing the Fourth Industrial Revolution: empowering (human) design agency and capabilities through experimental learning. Strategic Design Research Journal. 2020;13(1):72– 91. doi:10.4013/sdrj.2020.131.06

5. van Laar E., van Deursen A., van Dijk J., de Haan J. The relation between 21st-century skills and digital skills: a systematic literature review. Computers in Human Behavior. 2017;72(7):577–588. doi:10.1016/j.chb.2017.03.010

6. Mills J.E., Treagust D.F. Engineering education – is problem-based or project-based learning the answer? Australasian Journal of Engineering Education. 2003;3(2):2–16.

7. Chen J., Kolmos A., Du X. Forms of implementation and challenges of PBL in engineering education: a review of literature. European Journal of Engineering Education. 2021;46(1):90–115. doi:10.1080/03043797.2020.1718615

8. Петрова В.Н. Возможности применения технологии проблемно-ориентированного обучения (PBL) в практике высшего образования (на примере ТГУ). Сибирский психологический журнал. 2017;65:112–124. doi:10.17223/17267080/65/9

9. Dzyuba E.M., Zakharova V.T., Latukhina A.L., Sheveleva T.N. Open education courses as a relevant environment for improving professional competencies of teachers. Revista Tempos e Espaços em Educação. 2021;14(33):e16164. doi:10.20952/revtee.v14i33.16164

10. Afanasiev I.V., Vysotskaya N.V., Alferov V.N., Grigorieva N.A. The use of cloud resources and services in distance learning of students in the context of restrictions caused by the pandemic. Revista Tempos e Espaços em Educação. 2021;14(33):e16103. doi:10.20952/revtee.v14i33.16103

11. Kovalevskaia N., Gilyazeva E.N., Lobazova O.F., Duborkina I.A., Sokolova A.P. Impact of digital services of hybrid cloud-based learning environment on efficiency of education. Revista Tempos e Espaços em Educação. 2021;14(33):e15297. doi:10.20952/revtee.v14i33.15297

12. Wagner M.N., Kupriyanova M., Ovezova U., Ilina A. Distance learning courses: new opportunities for the development of university education. Propósitos y Representaciones. 2021;9(3):1275. doi:10.20511/pyr2021.v9nSPE3.1275

13. Rodríguez P., Armellini A., Villalba V.C. Massive Open Online Courses (MOOCs) behind the scenes. In: Proceedings of Global Learn-Global Conference on Learning and Technology. Limerick, Ireland: Association for the Advancement of Computing in Education (AACE); 2016:359–366. Accessed June 16, 2024. https://www.learntechlib.org/primary/p/172746/

14. Santandreu Calonge D., Aman Shah M. MOOCs, graduate skills gaps, and employability: a qualitative systematic review of the literature. International Review of Research in Open and Distributed Learning: IRRODL. 2016;17(5):67–90.

15. Irwanto I., Wahyudiati D., Saputro A., Lukman I. Massive Open Online Courses (MOOCs) in higher education: a bibliometric analysis (2012–2022). International Journal of Information and Education Technology. 2023;13(2). doi:10.18178/ijiet.2023.13.2.1799

16. Al-Imarah A.A., Shields R. MOOCs, disruptive innovation and the future of higher education: a conceptual analysis. Innovations in Education and Teaching International. 2019;56(3):258–269. doi: 10.1080/14703297.2018.1443828

17. Sa’don N.F., Alias R.A., Ohshima N. Nascent research trends in MOOCs in higher educational institutions: a systematic literature review. In: 2014 International Conference on Web and Open Access to Learning (ICWOAL). Dubai, United Arab Emirates; 2014:1–4. doi:10.1109/ICWOAL.2014.7009215

18. Eyitayo Y.-P.O., Bolaji O.D. Adoption and use of new learning web technologies: Massive Open Online Courses (MOOCs). Library Philosophy and Practice (ejournal). 2022. Accessed June 18, 2024. https://digitalcommons.unl.edu/libphilprac/6936

19. Annan N.K., Asiedu C.Jnr. The impacts of Massive Open Online Courses (MOOCs) on teaching and learning in the digital world. A case of Wisconsin International University College, Ghana. Wisconsin Journal of Arts and Sciences. 2024;6(1):39–56. Accessed July 01, 2024. https://wiuc-ghana.edu.gh/wp-content/uploads/2024/01/Article-3_WJAS-Volume-6-issue-1.pdf

20. Hew K.F., Cheung W.S. Students’ and instructors’ use of Massive Open Online Courses (MOOCs): motivations and challenges. Educational Research Review. 2014;12:45–58. doi:10.1016/j.edurev.2014.05.001

21. Ivashkina T.A., Sidorenko V.N., Sukhova E.I. Impact of MOOC on increasing student interest in the learning process in the context of blended learning. Revista Tempos e Espaços em Educação. 2022;15(34):e17321. doi:10.20952/revtee.v15i34.17321

22. Alario-Hoyos C., Estévez-Ayres I., Pérez-Sanagustín M., Delgado Kloos C., Fernández-Panadero C. Understanding learners’ motivation and learning strategies in MOOCs. The International Review of Research in Open and Distributed Learning. 2017;18(3). doi:10.19173/irrodl.v18i3.2996

23. Bystrova T., Larionova V., Sinitsyn E., Tolmachev A. Learning analytics in Massive Open Online Courses as a tool for predicting learner performance. Voprosy Obrazovaniya = Educational Studies Moscow. 2018;4:139–166. doi:10.17323/1814-9545-2018-4-139-166

24. Bressler A., Quintana R.M., Zint M. Co-creation of a massive open online course: an exploration of the motives and motive fulfillment of a faculty member and student co-instructors. Frontiers in Education. 2022;7:1010018. doi:10.3389/feduc.2022.1010018

25. Al-Aghbari M.S., Osman M.E., Al-Musawi A.S. Contextualizing the global standards for designing online courses: a design-based research approach for developing small private open courses. International Journal of Educational Methodology. 2021;7:1–13. doi:10.12973/ijem.7.1.1

26. Bulfin S., Pangrazio L., Selwyn N. Making MOOCs: the construction of a new digital higher education within news media discourse. The International Review of Research in Open and Distributed Learning. 2014;15(5):291–305. doi: 10.19173/irrodl.v15i5.1856

27. Sebbaq H., El Faddouli N. Towards quality assurance in MOOCs: a comprehensive review and micro-level framework. The International Review of Research in Open and Distributed Learning. 2024;25(1):1–23. doi:10.19173/irrodl.v25i1.7544

28. Tayag J.R., Tayag M.R. Integrating MOOCs into a technology-enhanced course for undergraduate students. Universal Journal of Educational Research. 2020;8(4):1645–1651. doi:10.13189/ujer.2020.080458

29. de Jong P., Pickering J.D., Hendriks R.A., Swinnerton B.J., Goshtasbpour F., Reinders M.E. Twelve tips for integrating massive open online course content into classroom teaching. Medical Teacher. 2019;42(4):393–397. doi:10.1080/0142159X.2019.1571569

30. Белоглазов А.А., Белоглазова Л.Б. Использование массовых открытых онлайн-курсов как способ повышения качества преподавания в сфере информационных технологий. Вестник РУДН. Серия «Информатизация образования». 2018;15(2):206–214. doi:10.22363/2312-8631-2018-15-2-206-214

31. Michaelsen L.K., Watson W.E., Cragin J.P., Fink L.D. Team-based learning: a potential solution to the problems of large classes. The Organizational Behavior Teaching Journal. 1982;7(4):18–33. doi:10.1177/105256298200700103

32. Матюшкин А.М., Ковалевская Е.В. [и др.] Проблемное обучение: прошлое, настоящее, будущее: коллективная монография: в 3 кн. Нижневартовск: НВГУ, 2019. 310 с. Режим доступа: https://nvsu.ru/ru/Intellekt/2278/Problemnoe_obuchenie._Proshloe,_nastoyashhee,_budushhee._Kniga_2._Lingvo-pedagogicheskie_modeli_problemnogo_obucheniya.pdf (дата обращения: 11.06.2024).

33. Ситаров В.А. Проблемное обучение как одно из направлений современных технологий обучения. Знание. Понимание. Умение. 2009;1:148–157. Режим доступа: http://www.zpu-journal.ru/zpu/contents/2009/1/Sitarov/26.pdf (дата обращения: 11.06.2024).

34. Bonwell C.C., Eison J.A. Active Learning; Creating Excitement in the Classroom. ASHE-ERIC Higher Education Report. Washington, D.C.: The George Washington University, School of Education and Human Development; 1991. p. 121. Accessed June 10, 2024. https://www.scirp.org/reference/ReferencesPapers?ReferenceID=1613739

35. Aslan A. Problem-based learning in live online classes: learning achievement, problem-solving skill, communication skill, and interaction. Computers & Education. 2021;171:104237. doi:10.1016/j.compedu.2021.104237

36. Tseng K.H., Chang C.C., Lou S.J., Chen W.P. Attitudes towards science, technology, engineering and mathematics (STEM) in a problem-based learning (PBL) environment. International Journal of Technology and Design Education. 2011;23(1):1–16. doi:10.1007/s10798-011-9160-x

37. Kolmos A., de Graaff E. Problem-based and project-based learning in engineering education – merging models. In: Johri A., Olds B.M., eds. Cambridge Handbook of Engineering Education Research (CHEER). New York: Cambridge University Press; 2015:141–160. doi:10.1017/CBO9781139013451.012

38. Pérez-Rodríguez R., Lorenzo-Martina R., Trinchet-Varelaa C.A., Simeón-Monet R.E., Miranda J., Cortés D., Molina A. Integrating challenge-based-learning, project-based-learning, and computer-aided technologies into industrial engineering teaching: towards a sustainable development framework. Integracija obrazovanija = Integration of Education. 2022;26(2):198–215. doi:10.15507/1991-9468.107.026.202202.198-215

39. Bogdan R., Pop N., Holotescu C. Using web 2.0 technologies for teaching technical courses. In: AIP Conference Proceedings. 2019;2071(1):050003. doi:10.1063/1.5090087

40. Golitsyna I. Application of web services in teaching of IT-discipline. Procedia – Social and Behavioral Sciences. 2015;214:578–585. doi:10.1016/j.sbspro.2015.11.763

41. Takao I., Sode T.M., Masako S., Keisuke M. The online PBL (PROJECT-BASED LEARNING) education system using AI (Artificial Intelligence). In: Proceedings of the 23rd International Conference on Engineering and Product Design Education (E&PDE 2021). 2021. doi:10.35199/EPDE.2021.19

42. Phunaploy S., Chatwattana P., Piriyasurawong P. The problem-based learning process with a cloud learning environment to enhance analysis thinking. International Journal of Higher Education. 2021;10(6):45–56. doi:10.5430/ijhe.v10n6p45

43. NurulHuda I., Siti F.I. The implementation of project-based learning through MOOC in developing 21st century skills. International Journal of Education and Pedagogy. 2023;5(2):46–62. Accessed July 14, 2024. https://myjms.mohe.gov.my/index.php/ijeap/article/view/22598

44. Margaryan A., Bianco M., Littlejohn A. Instructional quality of Massive Open Online Courses (MOOCs). Computers & Education. 2015;80:77–83. doi:10.1016/j.compedu.2014.08.005

45. Durtschi F., Siakas K. Problem based learning applied for IT students. In: 4th International Conference for the Promotion of Educational Innovation. Larissa, Greece; 2018:749–754. Accessed June 14, 2024. https://www.researchgate.net/publication/337784251_Problem_Based_Learning_applied_for_IT_students

46. Derindag O.F., Cizmeci B. Are we ready for the new normal in e-business education? Sentiment analysis of learners’ opinions on MOOCs. Obrazovanie i nauka = The Education and Science Journal. 2021;23(4):181–207. doi:10.17853/1994-5639-2021-4-181-207

47. Hendriks R.A., de Jong P.G., Admiraal W.F., Reinders M.E. Instructional design quality in medical Massive Open Online Courses for integration into campus education. Medical Teacher. 2019;42(2):156–163. doi:10.1080/0142159X.2019.1665634

48. Forcael E., González V., Orozco F., Opazo A., Suazo Á., Aránguiz P. Application of problem-based learning to teaching the critical path method. Journal of Professional Issues in Engineering Education and Practice. 2014;141(3). doi:10.1061/(ASCE)EI.1943-5541.0000236

49. Брызгалова О.Н. Проектное обучение в системе профессиональной подготовки студентов: цели и проблемы реализации. Koinon. 2021;2(4):195–212. doi:10.15826/koinon.2021.02.4.048

50. Chiang C. L., Lee H. The effect of project-based learning on learning motivation and problem-solving ability of vocational high school students. International Journal of Information and Education Technology. 2016;6(9):709–712. doi:10.7763/IJIET.2016.V6.779

51. Derindag O.F., Cizmeci B. Are we ready for the new normal in e-business education? Sentiment analysis of learners’ opinions on MOOCs. Obrazovanie i nauka = The Education and Science Journal. 2021;23(4):181–207. doi:10.17853/1994-5639-2021-4-181-207

52. Балакирева Э.В., Бражник Е.И. Проблемно-ориентированный подход в подготовке специалистов в России и за рубежом. Человек и образование. 2022;2:180–190. doi:10.54884/S181570410020697-1