What is it about?
This study analyzes the transition from a MOOC (Massive Open Online Course) to a SPOC (Small Private Online Course) as a teaching strategy for extracurricular content in marketing education. Conducted with final-year business students at the University of Alicante, the research examines whether students know about MOOCs and how they perceive the adapted SPOC in terms of learning effectiveness and enjoyment.A survey data from 391 students over three academic years, including during the COVID-19 pandemic, is used to assess prior exposure to MOOCs and their responses after completing the SPOC.
Featured Image
Photo by Lewis Keegan on Unsplash
Why is it important?
Although MOOCs have been widely promoted as open-access learning tools, this study reveals that a large majority of digitally native students still lack awareness or experience with them. More importantly, the adapted SPOC was perceived by over 80% of participants as effective, and by 78% as fun—especially among female students. These results suggest that SPOCs can be a valuable tool for educators to teach non-core content in a more engaging and digitally enriched format. It also reinforces the relevance of digital competency and learner experience in higher education.
Perspectives
The findings support integrating SPOCs into university programs to enhance digital competence and engagement through extracurricular content. The gender differences observed in perceived enjoyment raise questions for further study on tailoring SPOC strategies for diverse learners. The research highlights that even in a post-pandemic, digitally saturated environment, well-designed SPOCs can be not only accepted but genuinely appreciated by students. It invites educators to revisit online teaching tools with a pedagogical lens grounded in the TPACK model and technology acceptance frameworks.
Dr. María Dolores De-Juan-Vigaray
Universitat d'Alacant
Read the Original
This page is a summary of: De MOOC A SPOC, una metodología eficaz y divertida para enseñar marketing, Bordón Revista de Pedagogía, December 2023, Sociedad Española de PedagogÃa,
DOI: 10.13042/bordon.2023.95807.
You can read the full text:
Contributors
The following have contributed to this page
