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In an effort to democratize access to quality education, higher education institutions have focused on creating MOOCs in recent years. The Polytechnic University of Tomar's (IPT) commitment to pedagogical innovation and distance learning is proof of this. The aim of this paper is to present three MOOCs in programming developed, between 2021 and 2024, by the IPT, through the Laboratory for Pedagogical Innovation and Distance Learning. These courses have been created with the aim of levelling the programming skills of students enrolled in the computer engineering course and promoting lifelong learning for professionals in the field. After the creation of the first MOOC on Introduction to Programming, the course was updated and split into two basic topics: Fundamental Concepts and Computational Calculus, in order to reduce the duration of the course and to promote greater participant engagement. This paper analyses the results from the questionnaires given to course participants, with the aim of assessing the outcomes of the courses and identifying key success factors to be considered in the next MOOCs to be developed. Approximately 4,500 people have taken part in the first two courses and the level of satisfaction is high.

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Creating MOOCs on Programming: A Case Study at the Polytechnic University of Tomar

  • 会议论文

  • 发表日期：

    2025年

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  • Célio Gonçalo Marques,
  • Lígia Mateus,
  • Inês Araújo,
  • Ana Nata,
  • António Manso,
  • Paulo Santos

摘要

In an effort to democratize access to quality education, higher education institutions have focused on creating MOOCs in recent years. The Polytechnic University of Tomar's (IPT) commitment to pedagogical innovation and distance learning is proof of this. The aim of this paper is to present three MOOCs in programming developed, between 2021 and 2024, by the IPT, through the Laboratory for Pedagogical Innovation and Distance Learning. These courses have been created with the aim of levelling the programming skills of students enrolled in the computer engineering course and promoting lifelong learning for professionals in the field. After the creation of the first MOOC on Introduction to Programming, the course was updated and split into two basic topics: Fundamental Concepts and Computational Calculus, in order to reduce the duration of the course and to promote greater participant engagement. This paper analyses the results from the questionnaires given to course participants, with the aim of assessing the outcomes of the courses and identifying key success factors to be considered in the next MOOCs to be developed. Approximately 4,500 people have taken part in the first two courses and the level of satisfaction is high.