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Benchmarking the Quality of Pedagogical Design in a Massive Open Online Learning Proposal from UNED.

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Title: Benchmarking the Quality of Pedagogical Design in a Massive Open Online Learning Proposal from UNED.
Authors: Hueso Romero, Jose Javier1 (AUTHOR), Quintana, Javier Gil1 (AUTHOR) jgilquintana@edu.uned.es, Cárdenas, Miguel Ángel Gallego2 (AUTHOR)
Source: American Journal of Distance Education. Jul-Sep2026, Vol. 40 Issue 3, p265-281. 17p.
Subject Terms: *Massive open online courses, *Benchmarking (Management), *Virtual classrooms, *Research methodology, *Peer review of students, *Curriculum planning, Artificial intelligence in education, User-centered system design
Abstract: This study develops and validates a multidimensional benchmarking instrument to evaluate the pedagogical quality of sNOOCs (social massive open online courses), integrating dimensions related to pedagogical design, usability, artificial intelligence (AI) and the metaverse. Through an instrumental validation study with a sequential-explanatory mixed methodology design. Using a sequential explanatory mixed-methods approach, a 24-item questionnaire was designed and administered in a peer assessment conducted by 135 postgraduate students at UNED (Spanish University of Distance Education), generating 937 assessments. The psychometric results confirm the excellent reliability of the instrument (Cronbach's α = 0.97) and its structural validity, with a factor analysis explaining 77.6% of the variance. The findings reveal that pedagogical design is the highest-rated dimension, followed by usability and the quality of AI, showing a strong correlation among them. By contrast, the integration of the metaverse emerges as the main challenge, receiving the lowest rating and showing the greatest dispersion, indicating a lack of effective pedagogical alignment. The research validates peer assessment as a robust methodological strategy and offers a practical tool for continuous improvement of instructional design in advanced digital educational settings, while underlining the need for intentional pedagogical integration of emerging technologies. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Availability: 0
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DbLabel: Education Research Complete
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PubType: Academic Journal
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  Data: Benchmarking the Quality of Pedagogical Design in a Massive Open Online Learning Proposal from UNED.
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  Data: <searchLink fieldCode="AR" term="%22Hueso+Romero%2C+Jose+Javier%22">Hueso Romero, Jose Javier</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Quintana%2C+Javier+Gil%22">Quintana, Javier Gil</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> jgilquintana@edu.uned.es</i><br /><searchLink fieldCode="AR" term="%22Cárdenas%2C+Miguel+Ángel+Gallego%22">Cárdenas, Miguel Ángel Gallego</searchLink><relatesTo>2</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Distance+Education%22">American Journal of Distance Education</searchLink>. Jul-Sep2026, Vol. 40 Issue 3, p265-281. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Massive+open+online+courses%22">Massive open online courses</searchLink><br />*<searchLink fieldCode="DE" term="%22Benchmarking+%28Management%29%22">Benchmarking (Management)</searchLink><br />*<searchLink fieldCode="DE" term="%22Virtual+classrooms%22">Virtual classrooms</searchLink><br />*<searchLink fieldCode="DE" term="%22Research+methodology%22">Research methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Peer+review+of+students%22">Peer review of students</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence+in+education%22">Artificial intelligence in education</searchLink><br /><searchLink fieldCode="DE" term="%22User-centered+system+design%22">User-centered system design</searchLink>
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  Data: This study develops and validates a multidimensional benchmarking instrument to evaluate the pedagogical quality of sNOOCs (social massive open online courses), integrating dimensions related to pedagogical design, usability, artificial intelligence (AI) and the metaverse. Through an instrumental validation study with a sequential-explanatory mixed methodology design. Using a sequential explanatory mixed-methods approach, a 24-item questionnaire was designed and administered in a peer assessment conducted by 135 postgraduate students at UNED (Spanish University of Distance Education), generating 937 assessments. The psychometric results confirm the excellent reliability of the instrument (Cronbach's α = 0.97) and its structural validity, with a factor analysis explaining 77.6% of the variance. The findings reveal that pedagogical design is the highest-rated dimension, followed by usability and the quality of AI, showing a strong correlation among them. By contrast, the integration of the metaverse emerges as the main challenge, receiving the lowest rating and showing the greatest dispersion, indicating a lack of effective pedagogical alignment. The research validates peer assessment as a robust methodological strategy and offers a practical tool for continuous improvement of instructional design in advanced digital educational settings, while underlining the need for intentional pedagogical integration of emerging technologies. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Distance Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/08923647.2026.2635220
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        Text: English
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        Type: general
      – SubjectFull: Benchmarking (Management)
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      – SubjectFull: Virtual classrooms
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      – SubjectFull: Research methodology
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      – SubjectFull: Peer review of students
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      – SubjectFull: Curriculum planning
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      – SubjectFull: Artificial intelligence in education
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      – SubjectFull: User-centered system design
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      – TitleFull: Benchmarking the Quality of Pedagogical Design in a Massive Open Online Learning Proposal from UNED.
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              M: 07
              Text: Jul-Sep2026
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              Y: 2026
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