Artículo
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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- Influence of active methodologies: Projects and cases in the development of digital competences with mobile devices.(2021-05-05) Agila-Palacios, Martha Vanessa; Garcia-Valcarcel, Ana; Ramirez-Montoya, Maria SoledadPurpose The research purpose is to analyze the influence of two active methodologies on digital competences development using mobile devices. The first methodology is Project-Oriented Learning (POL); the second one is Case-Based Learning (CBL). The analyzed digital competences belong to the communication and collaboration area of Framework DIGCOMP. Design/methodology/approach This article shows the results of the quantitative stage with a design pre-experimental pre-test post-test. A questionnaire was designed and applied to an intentional sample from two different courses. 178 students completed the questionnaire in the pre-test, after five months 38 students completed the questionnaire in the post-test. Findings Results show that students to whom POL was applied increase by 7% competence of interaction with mobile technology. The results also show that the students to whom CBL was applied to increase all four competencies (Interaction +8%, Share +6%, Collaboration +5%, Netiquette +4%) Originality/value The rapid advance of technology and the results of various investigations make evident the need for digital competences development. The most common process is digital literacy through techno-functional training. However, these research results confirm that it is possible to promote these digital competences from a practical view and implicitly in active methodologies educational practices. Research limitations/implications Self-perception for the evaluation of digital competence and the short study time are limitations to generalize the results, so a longitudinal study is necessary and complemented with qualitative analysis, to present a better validation of the contribution of active methodologies to the development of digital competences.
- Digital Footprints (2005-2019): a systematic review of studies in education.(2020-09) Buitrago-Ropero, Mauricio Esteban; Ramirez-Montoya, Maria Soledad; Chiappe, AndrésAbstract: Digital footprints (DF) offer relevant information about educational activities and processes related to strategies of academic assessment, identification of skills and psychological traits of students, prediction of the actions of the different educational actors, and trends of permanence and dropout, among others. The present study aims to analyze the scientific evidence on the use of DF in the educational field and shows, both the process and the results of a systematic review of literature carried out based on the analysis of documents published in the last fifteen years (2005 -2019) in two databases: Scopus and Web of Science (WoS). Among the most relevant findings of this review, it is found that educational research on DF is focused on learning analytics, the study of digital presence and psychometric modeling. Likewise, the article reports on the scarce investigation of DF in MOOC environments and highlights the multiple meanings of DF as an action and as a service, beyond the generalized conception of data. These findings suggest the importance of preparing educational institutions in general, and educational actors in particular, so that they can implement processes of use and management of their DF in order to favor processes that range from DF curation, to cognitive evaluation, prediction of school success and/or failure, and the identification and attraction of talent, among others.
- Gamification in MOOCs: Engagement application test in energy sustainability courses(IEEE, 2019-03-05) Romero-Rodriguez, Luis M.; Ramirez-Montoya, Maria Soledad; Valenzuela González, Jaime Ricardo; 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 study 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 (E-MIGA). 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.