Abstract
Massive Open Online Courses (MOOC) have been considered an “educational revolution”. Although these courses were designed to reach a massive number of participants, Higher Education institutions have started to use MOOCs technologies and methodologies as a support for educative traditional practices in what has been called Small Private Online Courses (SPOCs) and Massive Private Online Courses (MPOCs) according to the proportion of students enrolled and the teachers who support them. A slightly explored area of scientific literature is the possible correlations between performance and learning styles in academic value courses designed to be offered in massively environments. This article presents the results obtained in the MPOC “Daily Astronomy” at University of Cauca in terms of the possible associations between learning styles according to Kolb and the results in the evaluations and the activity demonstrated in the services of the platform that hosted the course.
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Solarte, M., Ramírez-Velarde, R., Alario-Hoyos, C., Ramírez-González, G., Ordóñez-Eraso, H. (2018). Kolb's Learning Styles, Learning Activities and Academic Performance in a Massive Private Online Course. In: Batyrshin, I., Martínez-Villaseñor, M., Ponce Espinosa, H. (eds) Advances in Soft Computing. MICAI 2018. Lecture Notes in Computer Science(), vol 11288. Springer, Cham. https://doi.org/10.1007/978-3-030-04491-6_25
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DOI: https://doi.org/10.1007/978-3-030-04491-6_25
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