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Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
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- Navigating interconnected complexities: validation and reliability of an instrument for sustainable development of education 5.0(Taylor @ Francis Online, 2024) Ramírez Montoya, María Soledad; Vicario Solórzano, Claudia Marina; González Pérez, Laura Icela; https://ror.org/03ayjn504; https://ror.org/059sp8j34; https://ror.org/01fh86n78Sustainability actions in Higher Education Institutions (HEIs) profoundly affect students, employees and their communities. These aim at social and economic benefits for local communities. Sustainability must be measured, and its goals must be achieved as part of the university’s mission to impact the community significantly. This work provides the validation results for an instrument that assesses academicians’ perceptions of HEI sustainability activities. The study began with a preliminary investigation of 121 Mexican public HEI students. The scale dimensions were constructed and validated in three steps: (a) establishing a theoretical framework to identify the necessary dimensions, (b) content validation through the judgment of five experts and (c) factor analysis and determination of instrument internal consistency to establish its reliability. The validation yielded three main findings: Aiken’s V coefficient (>0.89) showed high content-based validity indicators. Also, Cronbach’s alpha was 0.937. The exploratory factor analysis (EFA) calculated correlation coefficients for the 18-item instrument. The four variables tested in the study (economic and social impact, human rights and gender perspective, environment and work experience and social impact) yielded satisfactory internal consistency. The research affirms a methodology to measure the progress of sustainability models for Education 5.0 using technologies and resources to maximize human well-being.
- 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
- Incidence of digital competences in the completion rates of e-Learning training. Case study on Energy Sustainability MOOCs(2020-02-19) Ramírez Montoya, María Soledad; Romero Rodríguez, Luis Manuel; Valenzuela González, Jaime Ricardo; Instituto Tecnológico y de Estudios Superiores de MonterreyContribution: This article analyzes the correlation between users' digital competencies and their tendencies to successfully complete energy sustainability massive online open courses (MOOCs). In addition to reviewing whether digital competencies are a predictor of the effective completion of the course, this article analyzes whether participants acquire higher levels of digital competence through interaction in the course. Background: Completion rates of MOOCs typically range between 5% and 8%, with respect to registered participants. According to the literature, low rates may be due to factors such as students' lack of motivation or digital competence limitations. Research Questions: RQ1: Is there a correlation between the level of digital competence declared by the participants and their tendency to successfully complete the MOOC? RQ2: Does participation in a MOOC improve participants' digital competencies? Methodology: Two surveys, one pretest and one post-test (before and after the MOOCs), were applied to assess the digital competence levels of the participants. The total population of participants in the 12 MOOCs was 123,124 unique users, from which 9075 participants (pretest)--7.37% of the universe--and 6029 participants (post-test)--35.70% of the universe--were extracted as a sample. To determine its internal consistency, an exploratory factorial analysis was performed on both instruments and a Cronbach's alpha greater than 0.8 was obtained in all of its dimensions. Findings: A significant level of moderate to high correlation between the declared levels of digital competence and the trend toward successful completion of the MOOCs under study was observed. However, a significant increase was not demonstrated in the levels of digital competence acquired in the interaction with MOOCs. Conclusions: The level of digital competence of a participant in a MOOC was a valid predictor of their tendency to finish it. Although no increase in the levels of digital competence acquired through MOOCs was demonstrated, this may be because the subject matter of the MOOCs was alien to the indicators and dimensions of the digital competence. Further research could analyze the effectiveness of MOOCs in terms of digital competition at the acquired levels of competition.