Bibliographic Details
| 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] |
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| Database: |
Education Research Complete |
