Systematic literature review: MOOC K-12 and STEAM
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Copyright (c) 2021 Investigación e Innovación en Ingenierías
This work is licensed under a Creative Commons Attribution 4.0 International License.
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- Submited: November 23, 2021
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Published: December 13, 2021
Abstract
Objective: To identify research works focused on MOOCs K-12 or STEAM, focused on the potential of education environments, reshaping the current educational framework in secondary education. Methodology: Equations were defined to search for articles published in conferences and journals using bibliographic databases, which allowed subtracting the articles to build the corpus of references. Subsequently, the most significant investigations for the development of the systematic review are analyzed and synthesized. Results: This review will identify trends, challenges, and opportunities on MOOC K-12 or STEAM, identifying the implementations of courses in computer science or computational thinking in education. This type of initiative has obtained favorable results since the number of students who select computer programming as a fundamental axis in the national exam for higher education has increased. Conclusions: Most of the research has focused on incorporating programming with complementary courses offered optionally in secondary education, with a combined approach, that is, traditional classes are carried out with the support of MOOCs. Most MOOCs for secondary education have explicitly been implemented to meet the needs of secondary education teachers and students to enhance and support the curriculum and motivate students as future active members in creating technology.
References
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[19] T. Brahimi y A. Sarirete, «Learning outside the classroom through MOOCs», Comput. Hum. Behav., vol. 51, pp. 604-609, oct. 2015, doi: 10.1016/j.chb.2015.03.013.
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[21] S. Grover, R. Pea, y S. Cooper, «Designing for deeper learning in a blended computer science course for middle school students», Comput. Sci. Educ., vol. 25, n.o 2, pp. 199-237, 2015, doi: 10.1080/08993408.2015.1033142.
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[26] J. L. Weese, R. Feldhausen, y N. H. Bean, «The impact of STEM experiences on student self-efficacy in computational thinking», 2016, vol. 2016-June.
[27] J. Al-Karaki et al., «Towards an innovative computer science & technology curriculum in UAE public schools system», 2016, vol. 10-13-April-2016, pp. 883-891. doi: 10.1109/EDUCON.2016.7474656.
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How to Cite
[1]
G. V. Leytón Yela, V. A. Bucheli Guerrero, and H. A. Ordoñez Erazo, “Systematic literature review: MOOC K-12 and STEAM”, Investigación e Innovación en Ingenierías, vol. 9, no. 3, pp. 57–81, Dec. 2021.
