Strategy for monitoring and evaluation of learning in introductory algebra MOOC

Teresa Sancho Vinuesa, Vanesa Daza


There are different methodological strategies for monitoring and evaluation of the participants in a MOOC. This article elaborates and justifies a proposal for the MOOC basic algebra, "Algebra Decoding", aimed at preparing students for future mathematics of scientific-technical college. The presence of the teacher is in the form of videos where he outlined the course content and provides additional resources and learning activities. The process includes automatic feedback questionnaires, which help the students to continue their learning process regularly. This approach involves an individual participant activity and minimal interaction with the tutor and other colleagues. For the evolution of the existing methodological proposal takes into account several factors: the results of the experience in the first course; the fact that this is a conversion to a mathematical thinking; expectations, attitude and strategy of the participant; successful experiences with automatic feedback in online learning contexts; peer review and open access. The main novelty lies in the development of an exercise at the end of course you should be peer reviewed through a purpose-built section.

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ISSN 2013-9144


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