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.
Browse
Search Results
- Usos del podcast para fines educativos. Mapeo sistemático de la literatura en WoS y Scopus (2014-2019)(2020-07-31) Celaya, Iñaki; Ramírez-Montoya, María-Soledad; Naval, Concepción; Arbués, ElenaIntroducción: la investigación disponible sobre el aprovechamiento educativo del podcast de audio es escasa. Se revisó la literatura publicada (2014-2019) clasificando usos, contextos y categorías del podcast de audio con fines educativos, e identificando autores y revistas de referencia en el ámbito. Metodología: se aplicó el método de Mapeo Sistemático de la Literatura a una muestra de artículos indexados de acceso abierto en las bases de datos Web of Science y Scopus. El filtrado de la muestra se llevó a cabo de acuerdo con unos criterios de inclusión y exclusión. Resultados y conclusiones: se hallaron 81 artículos que destacan los principales usos educativos del podcast y coinciden en su utilidad para apoyar el aprendizaje en instituciones y entornos educativos formales, no formales e informales. Este trabajo brinda a investigadores, educadores e instituciones una línea base actualizada para seguir explorando las virtudes educativas del podcast.
- Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education(MDPI, 2020-05-15) Portuguez Castro, May; Gómez Zermeño, Marcela Georgina; http://orcid.org/0000-0001-7531-6956; Tecnológico de Monterrey; Vázquez-Cano, Esteban; López Meneses, EloyChallenge-Based Learning (CBL) is an innovative teaching methodology that engages students to resolve real-world challenges while applying the knowledge they acquired during their professional training. This article describes the results of the implementation of an online course on entrepreneurship that utilized CBL with a group of 20 undergraduate students from various disciplines in a university in Mexico. During the course, challenges related to the Sustainable Development Goals of the United Nations were presented to the participants, making it possible to observe the students’ interest in resolving these problems. This research uses a case study methodology and seeks to determine the CBL elements in the e-learning modality. The results showed that the participants generated sustainable business ideas aimed to resolve local, national, and global problems. The recommendations are to continue the formation of the businesses proposed in the project. These ideas can become real ventures that connect various actors in the entrepreneurial ecosystem and will continue to strengthen transversal skills such as teamwork and communication.
- 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.
- 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.
- Retos de automotivación para el involucramiento de estudiantes en el movimiento educativo abierto con MOOC(2015-02-13) García Espinosa, Brenda J.; Tenorio Sepúlveda, Gloria C.; Ramírez Montoya, María S.Este artículo indagó la siguiente cuestión: ¿cuáles son los desafíos, problemas y obstáculos para involucrar a los estudiantes menos automotivados en los MOOC y cómo se relacionan con el conectivismo de sus aprendizajes? El objetivo fue analizar las correlaciones entre el conectivismo y el aprendizaje estudiantil contextualizado, en una experiencia formativa del movimiento educativo abierto, con el fin de aportar estrategias que generen mayor perseverancia de estos estudiantes, participación activa y retención estudiantil. El método de estudio fue mixto, con aplicación de encuestas a estudiantes, entrevistas a alumnos y maestros, así como el análisis de documentos significativos. Los hallazgos se clasificaron en: (1) Desafíos: requerimiento de habilidades de automotivación, autorregulación y tiempo adicional por parte de algunos alumnos, difícil monitoreo de retroalimentaciones y actividades, falta de liberación anticipada de requerimientos, objetivos y actividades de inducción, deficiente identificación de alumnos observadores e incompatibilidad entre la plataforma y el uso de redes sociales; (2) Problemas: baja apropiación tecnológica de participantes, difícil búsqueda de retroalimentaciones específicas en los foros, portafolios de evidencias sin fundamento teórico y falta de recursos de ayuda para estudiantes de baja automotivación y autorregulación; (3) Obstáculos: falta de apoyo de los centros de trabajo para los participantes del MOOC y de acceso continuo a recursos digitales, incumplimiento de las necesidades personales básicas de los estudiantes sobre bienestar y el no contextualizar nuevos saberes; (4) Conectivismo: motivación de los participantes en sus contenidos e incremento de sus redes de saber. Con base en estos hallazgos se aporta una plantilla con requisitos de diseño de MOOC, enfocado a la automotivación y autorregulación estudiantil mediante el conectivismo.
- Self-motivation challenges for student involvement in the Open Educational Movement with MOOC(Springer Open, 2015-01-15) García Espinosa, Brenda J.; Tenorio Sepúlveda, Gloria C.; Ramírez Montoya, María S.; Tecnologico de MonterreyAbstract This article attempts to answer the questions: What are the challenges, problems and obstacles of involving less self-motivated students in MOOCs and how do they relate to their learning connectivism? The correlations between connectivism and contextualized learning through a formative experience of the Open Educational Movement was analyzed in order to propose strategies that result in greater perseverance, active participation and retention of less self-motivated students in MOOCs. A mixed method approach was used to survey students, interview students and coordinators, and analyze relevant documents. The findings were classified as (1) Challenges: self-motivation, self-regulation abilities, extra time invested, release requirements, goals and inductive activities before the course opening, unsatisfactory identification of students, difficult activities, feedback monitoring and a platform incompatible with balancing its use with that of social networks; (2) Problems: limited information and communication technology skills, difficult feedback research in forums, uncertain peer feedback when not theory-based or scaffolded by teachers, scarce theoretical support in evidence portfolios and a lack of means to help low self-motivated or self-regulated students; (3) Main contextual obstacles: some students cannot count on their employers’ support or continuous technology access, some students basic wellbeing needs are not met, and inability to contextualize learning; (4) Connectivism: students’ motivation in the MOOC content and their expanding knowledge networks. Based on these findings, a MOOC design requirement template aimed at supporting students’ self-motivation and self-regulation through connectivism is provided.
- Online Teaching Styles : A Study in Distance Education(2013-04-29) Lozano Rodríguez, Armando; Flores Fahara, Manuel
- Aprendizaje movil y desarrollo de habilidades en foros asincrónicos de comunicación(2013-04-29) Marcos López, Liliana; Tamez Almaguer, Rosina; Lozano Rodríguez, Armando
- Aplicación de la técnica educativa aprendizaje basado en problemas para capacitación a distancia (E-learning)(2013-04-25) Armenta Hernández, Moisés D.; Salinas Urbina, Verónica; Mortera Gutiérrez, Fernando J.