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

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dc.contributor.authorHueso Romero, José Javier
dc.contributor.authorGil Quintana, Javier
dc.contributor.authorGallegos Cárdenas, Miguel Ángel
dc.contributor.funderEuropean Commission (EC)
dc.date.accessioned2026-03-06T09:29:19Z
dc.date.available2026-03-06T09:29:19Z
dc.date.issued2026-03-02
dc.descriptionThe registered version of this article, first published in “American Journal of Distance Education, 1–17", is available online at the publisher's website: https://doi.org/10.1080/08923647.2026.2635220
dc.descriptionLa versión registrada de este artículo, publicado por primera vez en “American Journal of Distance Education, 1–17", está disponible en línea en el sitio web del editor: https://doi.org/10.1080/08923647.2026.2635220
dc.description.abstractThis 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.en
dc.description.provenanceMade available in DSpace on 2026-03-06T09:29:19Z (GMT). No. of bitstreams: 1 Benchmarking the Quality of Pedagogical Desig_JAVIER GIL QUINTANA.pdf: 1024151 bytes, checksum: f74657f8156a3db2b9b2f32e9ec860ae (MD5) Previous issue date: 2026-03-02en
dc.description.sponsorshipThe work was supported by the MELISE – Media Literacy for Seniors in Europe [GA.-101136032].en
dc.description.versionversión publicada
dc.identifier.citationHueso Romero, J. J., Quintana, J. G., & Cárdenas, M. Á. G. (2026). Benchmarking the Quality of Pedagogical Design in a Massive Open Online Learning Proposal from UNED. American Journal of Distance Education, 1–17. https://doi.org/10.1080/08923647.2026.2635220
dc.identifier.doihttps://doi.org/10.1080/08923647.2026.2635220
dc.identifier.eissn1538-9286
dc.identifier.issn0892-3647
dc.identifier.urihttps://hdl.handle.net/20.500.14468/32045
dc.journal.titleAmerican Journal of Distance Education
dc.language.isoen
dc.page.final17
dc.page.initial1
dc.publisherRoutledge; Taylor and Francis Group
dc.relation.centerFacultad de Educación
dc.relation.departmentDidáctica, Organización Escolar y Didácticas Especiales
dc.relation.projectidinfo:eu-repo/grantAgreement/EC/Creative Europe Programme (CREA)/GA.-101136032/MELISE – Media Literacy for Seniors in Europe
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.es
dc.subject58 Pedagogía
dc.titleBenchmarking the Quality of Pedagogical Design in a Massive Open Online Learning Proposal from UNEDen
dc.typeartículoes
dc.typejournal articleen
dspace.entity.typePublication
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relation.isAuthorOfPublicationc8a2ccc0-9f98-40dc-b6e3-665a8f636bd7
relation.isAuthorOfPublication.latestForDiscovery3af4f9fe-4cba-4965-ab3c-e570a05373bf
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