Comparative Study On Teaching Learningpedagogyofmooc Or Blended

Abstract

The proliferation of Massive Open online courses (MOOCS) in recent years has generated much debate. MOOCs have been presented as technology-based educational practices, but many researchers questions if thiskind of open courses really respects some of the consolidated principles behind the education offeredat universities. In light of this situation, consulting the teachers most closely tied to this type of course canprovide an authoritative view of the issue and can allow the most important elements to be highlightnedinorder to carry out further research. Using qualitative methodology based an open questionnaire, this workpresents the options and perceptions of teachers and lecturers in educational technology regarding these newcourse key elements. These key elements are analyzed through analyzing its controversial definition, their pedagogical advantages and limitations, the function of tutor in a MOOC and their assessment. In additionacomparison is made between the contributors of teachers from a traditional universities with a face tofacemodel and those from a distance university, which is entirely based on a virtual training offer and which has agreater possibility of coming into direct competition with these Massive open online course.