Patrones de participación y logro en un MOOC de Saberes Digitales para Docentes en servicio de México

Abstract

Participation patterns and completion rates of a MOOC on Digital Knowledge for Teachers with over 8000 students were investigated in this article using descriptive statistics and cluster analysis according to age, gender and previous educational attainment. Results indicate that older and more educated participants obtained higher completion rates and employed more often the discussion forum. No gender differences were obtained. Participation in the course followed a funnel model in which there is a steep decrease of involvement after the first activity which stabilizes in the fifth one. The course rested on a basis of trust assuming that each participant voluntarily enrolled with the purpose of learning and therefore considering his/her self-perception of course performance as one element of overall appraisal is consistent with these courses.

Métodos y proyectos transdigitales

“…La investigación se enfoca en el impacto del MOOC Métodos de aprendizaje impartido por la Universidad Pedagógica Nacional a docentes del nivel medio su-fueron desarrollados con un enfoque cuantitativo, dando cuenta de los diseños instruccionales, el impacto visto desde las cantidades de usuarios y la eficiencia terminal Mercado, et al, 2019).…”

New alignments for the digital age: insights into connected learning

“…In Mexico, MOOC production is relatively recent, even though there have been efforts to promote open and social spaces for learning (see Zubieta and Rama 2015 ). The digital knowledge for teachers initiative was one of the successful efforts in which more than 8000 teachers participated with very good results in terms of achievement and used peer and self-evaluation (Mercado-del-Collado et al 2019 ). The notion of “digital knowledge” referred to a graduated structure of technological knowledge and skills that educational actors developed and possessed regarding ICT (Ramírez et al 2018 ).…”

Evaluación de t-MOOC universitario sobre competencias digitales docentes mediante juicio de expertos según el Marco DigCompEdu

“…Respecto al compromiso, Deng et al (2020) señalan que existen diferentes tipos: emocional, conductual, social y cognitivo. Por otra parte, diferentes trabajos ponen de manifiesto que la edad de los alumnos y su nivel educativo repercutió en obtener mejores niveles de logro y, a su vez, fueron también los que más participaron en el foro de discusión (Mercado-del-Collado et al, 2019;Rocha et al, 2020).…”