This article explores the role of MOOCs (Massive Open Online Courses) in continuous and specialized training, analyzing their potential to offer new narratives and audiovisual formats in the context of digital education. It emphasizes that MOOCs should not be seen as a replacement for face-to-face education but as a complementary tool that provides flexible learning opportunities.
The authors also highlight the importance of developing specific methodologies and narratives for MOOCs, rather than merely replicating traditional educational patterns. They propose an analysis of the audiovisual components of MOOCs, evaluating whether these courses are adopting new methodologies or maintaining conventional formats.
The text situates MOOCs within the theoretical framework of Educommunication, a field that studies the relationship between media and education. From its inception with "Educational Television," audiovisual media have been crucial in delivering education to dispersed populations with fewer resources. MOOCs should be understood as part of a specific educational model that leverages the digital environment without replacing face-to-face interactions.
The article also reviews the evolution of MOOCs since their emergence, noting the creation of platforms like Coursera, edX, and MiriadaX, which have facilitated global access to education. The authors classify MOOCs into several categories, such as cMOOCs and xMOOCs, and underscore the need for more interactive and collaborative formats that promote collective learning.
Although MOOCs have had a significant impact, the research findings show that, in many cases, audiovisual formats remain traditional, relying on recorded lectures. The authors conclude that MOOCs have untapped potential, particularly in the creation of learning networks and the more innovative use of audiovisual resources.
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How to cite: Caerols Mateo, R., Sindorenko Bautista, P., & Osuna-Acedo, S. (2022). The MOOC in Continuous and Specialized Training: New Narratives and Audiovisual Formats? Myths and Challenges. RIED. Revista Iberoamericana de Educación a Distancia, 25(1), 81–99. https://doi.org/10.5944/ried.25.1.30023
