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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
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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 MonterreyDigital 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
- The use of gamification in a MOOC about energy: Effects and predictive models for participants' learning(2019-05) Rincón Flores, Elvira Guadalupe; Mena, Juan José; Ramírez Velarde, Raúl; Ramírez Montoya, María Soledad; Tecnológico de MonterreyOpen Access Education has significantly grown in strength as a new way of fostering innovation in schools. Such is the case of Massive Online Open-access Courses (MOOCs), which have the added benefit of encouraging the democratization of learning. In this sense, the Binational Laboratory Project for Intelligent Management of Energy Sustainability and Technological Training between Mexico and the USA was launched with the purpose of trying the MOOC technology and measuring its impact in the academic, business, and social sectors. Under this scenario, this study aims to show the relationship of using gamification and level of performance in a MOOC on energy topics. The methodology was quantitative, using the course analytical data for sociodemographic information and predictive models. A total of 6,246 participants enrolled in the MOOC and 1,060 finished it. The results showed that (a) higher completion rates of the gamified challenge are found among those between 26 to 50 years of age; (b) the higher academic degree, the more inclined participants were to solve the gamified challenge; (c) no such distinction exists by gender.
- Innovación en el diseño instruccional de cursos masivos abiertos (MOOC’S) para desarrollar competencias de emprendimiento en sustentabilidad energética(Universidad Salamanca, 2019-04-10) Beltrán Hernández de Galindo, Martha de Jesús; Ramírez Montoya, María Soledad; Tecnológico de MonterreyLas tendencias actuales en educación virtual han dado un giro interesante en cuanto a las modalidades en que se presenta la oferta educativa y ponen de manifiesto la necesidad de ofrecer modelos pedagógicos virtuales que conjuguen distintos componentes del proceso de enseñanza-aprendizaje. La presente investigación analiza cómo se desarrollan los atributos de innovación en el diseño instruccional –la idea de lo nuevo, el fenómeno de cambio, la acción final y el proceso– en relación con las competencias de emprendimiento, en dos cursos masivos enfocados a formar en sustentabilidad energética. La metodología de investigación fue de carácter mixto con diseño secuencial explicativo y la triangulación de datos. La población la constituyeron 6.517 participantes, así como expertos en contenido y en diseño instruccional. Los instrumentos utilizados fueron cinco: encuestas iniciales y finales, entrevistas semiestructuradas, bitácora de contenido y rúbrica de análisis de foros de discusión con el modelo de análisis de interacción/comunicación mediada por computadora (IAM/CMC, Interaction Analysis Model/Computer-Mediated-Communication, por sus siglas en inglés). Los resultados indican que los atributos de innovación en el diseño instruccional pueden contribuir a desarrollar competencias de emprendimiento, a través de MOOCs para generar nuevas oportunidades de negocio en el ámbito energético (concretamente se detectaron oportunidades de negocios en materia de energías renovables, el potencial de los plásticos, la participación en mercados de hidrocarburos y mercados energéticos), y para seguir innovando en el diseño instruccional abierto. Se concluye con la relevancia integrar innovación abierta en el diseño de los MOOC, para promover competencias de creación en los participantes y estudiar las interacciones que se dan en los espacios de construcción conjunta.
- Gamification in MOOCs: Engagement application test in energy sustainability courses(IEEE, 2019-04) Valenzuela González, Jaime Ricardo; Romero Rodríguez, Luis Miguel; Ramírez Montoya, María Soledad; Tecnologico de MonterreyMassive open online courses (MOOCs) have triggered a sudden change in the educational scene. Its characteristics of being free, heterogeneous, multi-thematic, and fostering lifelong learning have completely changed the instructional design scene, allowing these innovations and new architectures of teaching and learning to be included. However, MOOCs have been criticized by the scientific community for their high dropout rates and low overall completion rates, which has called into question their effectiveness as a pedagogical tool. This paper analyzes how the application of gamification strategies in MOOCs on energy sustainability affects participants’ engagement and seeks to identify what types of interactive gamification media are more useful in generating interest and motivation in students. In order to do so, a mixed quasi-experimental method is used. A gamification board with challenges, badges, and leaderboards to a sample is used, and at the same time, this platform is analyzed using the integrated theoretical gamification model in e-learning environments. In the MOOCs where gamification strategies were applied, a global completion rate of 14.43% was obtained, while in those without gamification, 6.162% was obtained. Likewise, the degree of student engagement with respect to the completion rate of activities was much higher in the gamified platform (28.032%) than in the traditional design (13.252%). The results show that applying gamification strategies in MOOCs achieves a higher level of engagement and student motivation.