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- Factors that adults attribute for finishing an xMOOC on energy sustainability(2019) Glasserman Morales, Leonardo David; Canchola González, José Antonio; Instituto Tecnológico y de Estudios Superiores de MonterreyMOOCs are mainly being used by adults with an educational background of a college degree. Despite the disappointing results in the statistics of completion of the courses, specialists suggest moving the attention from the completion of these to focus on the intentions of the students. Meanwhile, researchers have mainly studied the obstacles why students do not finish MOOCs, but little has been studied about what the success factors are for the participants. The present investigation tries to study specifically the adult participants, divided into three age groups, to compare which are the most influential factors to finish a MOOC. In this research, participants from different Spanish speaking countries were chosen (n = 1978) to compare the factors that most influenced them to complete a MOOC. It was identified that among the age groups of adults, the most relevant factor to finish a MOOC were the personal factors; which may include the way of studying or how the student organizes her o his time.
- Transdisciplinary design of virtual learning environments: The case of a xMOOC on the study of electrical energy(2017) Guajardo Leal, Brenda E.; Valenzuela González, Jaime R.; Tecnologico de MonterreyThe man objective of transdisciplinarity is the quest for the unity of knowledge through the elimination of disciplinary boundaries. Implementing transdisciplinarity implies the creation of a common conceptual, theoretical and empirical structure among disciplines, therefore, its execution processes often offer interesting opportunities in educational research. This case study seeks to investigate the experience of a group of professionals from different disciplines who participated in the design of a xMOOC entitled "Electrical Energy: Concepts and Basic Principles", which is part of the Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training, project financed by CONACYT-SENER's energy sustainability fund. This paper explores the challenges faced by team members to achieve the objectives of course design, investigating personal characteristics that determine the tendency of solutions or problems in the development of the course, and exploring the implications of their participation in further teaching and research practices. Using a variety of methods, including semi-structured interviews, recorded conversations (dialogue in interaction), field journals-Participant Observation and the analysis of official documents, it was found that the consequence of the joint work of multiple disciplines in a related project causes the absence of individualism, generating opportunities for revision, reflection and intellectual discussions that enrich both the contents and the learning environment. In this type of projects, sharing information was not the essence of collaboration, but the common understanding that evolves through dialogue, discussion, tolerance and consensus building. Although working in a transdisciplinary manner involved hard work when there was no clarity or hierarchy in the roles, when there were differences in terminology and domain models, or communication flaws, this type of projects produced synergistic effects which steered more efficient educational processes and products, fostering mutual support and leading to the transformation and improvement of teaching and research practices.