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Digital accreditations in MOOC-based training on sustainability: Factors that influence terminal efficiency
(AJET, 2022-02-21) Ramírez Montoya, María Soledad; Martínez Pérez, Sandra; Rodríguez Abitia, Guillermo; Lopez Caudana, Edgar; Instituto Tecnológico y de Estudios Superiores de Monterrey
Digital certificates in massive open online course (MOOC) learning experiences provide alternative credentials linked to lifelong learning. The Bi-National Laboratory on Smart Sustainable Energy Management and Technology Training provided the context for this research. This project was undertaken by Mexican and United States universities, businesses and governmental organisations, having granted 17,776 certifications in sustainability and 10,705 labour competence certificates. The research focused on analysing the factors that promote digital credentials, from the point of view of participant and platform characteristics, in the framework of MOOCs in energy sustainability, through the MexicoX and edX platforms. Using the ex post facto method, two validated instruments were applied to analyse motivation and self-regulation processes. A total of 4,002 useful responses were gathered from participants in 35 MOOC courses. The results account for six determinant factors for digital accreditation: perceived usefulness, self-efficacy, knowledge domain and expertise, group work disposition, achievement drive, and performance strategic thinking. We highlight implications for research on educational innovation and for educational practice in MOOCs. These data may be of interest to academics, researchers and decision-makers interested in training through distance environments
Using Robotics to Enhance Active Learning in Mathematics: A Multi-Scenario Study
(2020-12-04) Lopez Caudana, Edgar; Ramírez Montoya, María Soledad; Martínez Pérez, Sandra; Rodríguez Abitia, Guillermo; Instituto Tecnológico y de Estudios Superiores de Monterrey
The use of technology, which is linked to active learning strategies, can contribute to better outcomes in Mathematics education. We analyse the conditions that are necessary for achieving an e ective learning of Mathematics, aided by a robotic platform. Within this framework, the question raised was “What are the conditions that promote e ective active math learning with robotic support?” Interventions at di erent educational scenarios were carried in order to explore three educational levels: elementary, secondary, and high school. Qualitative and quantitative analyses were performed, comparing the control and treatment groups for all scenarios through examinations, direct observations, and testimonials. The findings point to three key conditions: level, motivation, and teacher training. The obtained results show a very favourable impact on the attention and motivation of the students, and they allow for establishing the conditions that need to be met for an efective relationship between the teacher and the technological tool, so that better learning outcomes in Mathematics are more likely to be obtained.

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