Participation Patterns and Achievement in a MOOC on Digital Knowledge for Mexican In-Service Teacher Training

Authors

  • Ricardo Mercado del Collado Universidad Veracruzana
  • Nancy Jácome Ávila Universidad Veracruzana
  • Juan Carlos Ortega Guerrero Universidad Veracruzana
  • Miguel Ángel Casillas Alvarado Universidad Veracruzana
  • Alberto Ramírez Martinell Universidad Veracruzana

DOI:

https://doi.org/10.7203/realia.23.15904

Keywords:

MOOCs, in-service training, massive online open courses

Abstract

Participation patterns and completion rates of a MOOC on Digital Knowledge for Teachers with over 8000 students were investigated in this article using descriptive statistics and cluster analysis according to age, gender and previous educational attainment. Results indicate that older and more educated participants obtained higher completion rates and employed more often the discussion forum. No gender differences were obtained. Participation in the course followed a funnel model in which there is a steep decrease of involvement after the first activity which stabilizes in the fifth one. The course rested on a basis of trust assuming that each participant voluntarily enrolled with the purpose of learning and therefore considering his/her self-perception of course performance as one element of overall appraisal is consistent with these courses.

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Author Biography

Ricardo Mercado del Collado, Universidad Veracruzana

Cento de Investigación e Innovación en Educación Superior

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Published

2019-12-20

How to Cite

Mercado del Collado, R., Jácome Ávila, N., Ortega Guerrero, J. C., Casillas Alvarado, M. Ángel, & Ramírez Martinell, A. (2019). Participation Patterns and Achievement in a MOOC on Digital Knowledge for Mexican In-Service Teacher Training. Research in Education and Learning Innovation Archives, (23), 80–95. https://doi.org/10.7203/realia.23.15904
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