showing 4 related works from this author
Cursos en línea masivos y abiertos en educación superior. Un análisis desde su oferta
2016
Purpose: The aim of this study is to analyze the factors influencing the MOOC supply level. Specifically, this paper analyzes certain internal and strategic factors associated with universities, such as prestige, public or private status, age, size (measured by the number of faculty members or students) and region. Design/methodology: We apply a descriptive methodology and then use multivariate analysis to test five hypotheses related to the institutional profile of 151 universities in 29 countries. Empirical evidence is provided from universities offering MOOCs through the four of the most commonly used private global platforms that emerged as part of the booming MOOC movement (Udacity, Co…
Massive Open Online Courses for IFRS Education: A Point of view of Spanish Accounting Educators
2016
Abstract This paper is based on a survey of 103 accounting educators from different universities of Spain on the use of MOOC, especially as regards teaching IFRS. The results show significant differences in three areas of opinion: i) the importance of the use of Internet and some Web tools for academic use; ii) general knowledge and perception of MOOCs; and iii) the opinions regarding the interest of MOOCs on IFRS. The overall opinion of educators is positive because, although the majority has never taught or participated in a MOOC, over 80% consider it useful in the learning process. Flexibility is considered the main advantage of MOOCs as well as its valuable potential for autonomous lear…
Learning IFRS through MOOC: student and graduate perceptions
2021
This paper provides an overview of the perceptions held by 623 Colombian students and graduates regarding the learning of IFRS through a MOOC. Data was collected through an online survey and the re...
Innovation at universities: A fuzzy-set approach for MOOC-intensiveness
2016
Abstract Typologies can be an adequate tool for analyzing the complex cause–effect relationships between innovation and the supply of university courses. This study presents a new theoretical perspective on causal core and periphery factors for MOOC-intensiveness in universities using fuzzy set Qualitative Comparative Analysis (fsQCA). The findings show how this new theoretical perspective allows for two different typologies. Different configurations lead to an outcome combination of different core and peripheral conditions building on internal, strategic, and external factors. However, the two configurations leading to the absence of the outcome simply refer to the absence of a strategic f…