Contributions of the development of personal learning environments by students of a mooc

Abstract

The study arises from the need to evaluate training options available to all, as well as technological environments that allow acquiring and developing self-regulatory skills. The general objective is to determine what are the contributions in the learning, and the use frequency of Web 2.0 tools in the students of an Open and Online Massive Course (MOOC) that develop a Personal Learning Environment (PLE). A parametric and nonparametric quasi-experimental design was applied in paired and unpaired groups of a non-probabilistic sample formed by two groups of students enrolled in a course, where the results of the learning of the contents of the course were contrasted, and the frequency of the use of technological tools, among a group of MOOC students to whom the learning was directed and another group that self-directed their learning using a PLE formed by Web 2.0 tools. It is shown that the results of the statistical contrasts are not significant on the part of the students of the group that self-directed their learning, with respect to the group that followed the instructions of the teacher all the time through a platform, but it is highlighted that the students taking an active and autonomous role, achieved to learn the contents and acquire skills in the use of technological tools.