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    المصدر: Biomedica; Vol. 43 No. 2 (2023); 261-269 ; Biomédica; Vol. 43 Núm. 2 (2023); 261-269 ; 2590-7379 ; 0120-4157

    وصف الملف: application/pdf; text/xml

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Front Public Health. 2013;1. https://doi.org/10.3389/fpubh.2013.00059; Downes S. Places to go: connectivism & connective knowledge. Innov J Online Educ. 2018;5:6.; Shah D. By The Numbers: MOOCs in 2020. The Report by ClassCentral. 2020. Fecha de consulta: 15 de diciembre de 2021. Disponible en: https://www.classcentral.com/report/mooc-stats-2020/; Liyanagunawardena TR, Williams SA. Massive open online courses on health and medicine: review. J Med Internet Res. 2014;16:e191. https://doi.org/10.2196/jmir.3439; Pérez-Álvarez R, Maldonado JJ, Rendich R, Pérez-Sanagustín M SD. Observatorio MOOC UC: la Adopción de MOOCs en la Educación Superior en América Latina y Europa. Actas de la Jornada de MOOCs en español en EMOOCs 2017 (EMOOCs-ES). Fecha de consulta: 15 de diciembre de 2021. Disponible en: http://ceur-ws.org/Vol-1836/1.pdf; Manotas Salcedo E. Massive online courses, MOOC: courses for the whole minorities?: a review from positions about the impact of virtual education and the reducing of the social gap. Investigación y Desarrollo. 2019;26:109-24. https://doi.org/10.14482/indes.26.2.371.35; Culquichicón C, Helguero-Santin LM, Labán-Seminario LM, Cardona-Ospina JA, Aboshady OA, Correa R. Massive open online courses in health sciences from Latin American institutions: A need for improvement? F1000Research. 2017;6:940. https://doi.org/10.12688/f1000research.11626.1; Jogerst K, Callender B, Adams V, Evert J, Fields E, Hall T, et al. Identifying Interprofessional Global Health Competencies for 21st-Century Health Professionals. Ann Glob Health. 2015;81:239. https://doi.org/10.1016/j.aogh.2015.03.006; Garcia PJ, Curioso WH, Lazo-Escalante M, Gilman RH, Gotuzzo E. Global health training is not only a developed-country duty. J Public Health Policy. 2009;30:250-2. https://doi.org/10.1057/jphp.2009.6; Bendezu-Quispe G, Quijano-Escate R, Hernández-Vásquez A, Inga-Berrospi F, Cóndor DF. Massive Open Online Courses for continuing education for nursing professionals in Peru. Rev. Latino-Am. Enfermagem. 2020;28. https://doi.org/10.1590/1518-8345.3803.3297; Shah D. A Decade of MOOCs: A Review of MOOC Stats and Trends in 2021. The Report by Class Central. 2021. Fecha de consulta: 15 de noviembre de 2022. Disponible en: https://www.classcentral.com/report/moocs-stats-and-trends-2021/; Bendezu-Quispe G, Quispe-Colquepisco S, Torres-Roman JS. Cursos masivos abiertos en línea y salud mental: una oportunidad de acercamiento a un problema desalud global. Rev Neurol. 2016;62:92.; Longhini J, De Colle B, Rossettini G, Palese A. What knowledge is available on massive open online courses in nursing and academic healthcare sciences education? A rapid review. Nurse Educ Today. 2021;99:104812. https://doi.org/10.1016/j.nedt.2021.104812; Banco Interamericano de Desarrollo. Sigue en aumento el registro a MOOCs en América Latina y el Caribe. Fecha de consulta: 20 de noviembre de 2021. Disponible en: https://www.iadb.org/es/noticias/sigue-en-aumento-el-registro-moocs-en-america-latina-y-el-caribesegun-el-bid; Hansen JD, Reich J. Democratizing education? Examining access and usage patterns in massive open online courses. Science. 2015;350:1245-8. https://doi.org/10.1126/science.aab3782; Shah D. By The Numbers: MOOCS in 2015 - Class Central. Fecha de consulta: 15 de noviembre de 2022. Disponible en: https://www.classcentral.com/report/moocs-2015-stats/; Capdevilla Pagès R, Aranzadi Elejabeitia P. Los cursos online masivos y abiertos: oportunidad o amenaza para las universidades iberoamericanas? RIED. 2014;17. https://doi.org/10.5944/ried.17.1.11574; Hollands FM, Tirthali D. MOOCs: expectations and reality. Full report. Center for Benefit-Cost Studies of Education. New York: Columbia University; 2014. p. 3-12.; https://revistabiomedica.org/index.php/biomedica/article/view/6582

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