Resumo

GARVICH ORMENO, Angie Marlene; DAVILA DIAZ, Maria Elena  e  TORRES GRANADOS, Aida Carmen. Accompaniment as affective and pedagogical support in MOOC courses. Horizontes Rev. Inv. Cs. Edu. [online]. 2025, vol.9, n.38, pp.1629-1644.  Epub 01-Abr-2025. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v9i38.1005.

COVID-19 and the post-pandemic imposed challenges to the educational sector, leading universities to adopt remote classes and massive online courses (MOOC). In this context, the Cultiva module of CADEP ACACIA offered voluntary courses for students' personal and professional development. However, previous studies evidenced a low completion rate. This study analyzed the relationship between accompaniment as affective and pedagogical support and the completion of MOOC courses in English and Language and Literature students at a Peruvian public university. A mixed approach with sequential explanatory design was used. The sample included 27 students, who were administered questionnaires with Cronbach's alpha coefficients of 0.84 and 0.79. The results indicated a moderate and significant correlation. The qualitative analysis confirmed that accompaniment favors course completion, strengthening motivation and academic commitment. It is concluded that affective and pedagogical support is key to improve permanence and success in MOOCs.

Palavras-chave : Accompaniment; Pedagogical support; Affective support; MOOC course.

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