Digital Accreditations in MOOC-Based Training on Sustainability: Factors That Influence Terminal Efficiency

Autor/inn/en	Ramirez Montoya, Maria Soledad; Martínez-Pérez, Sandra; Rodriguez-Abitia, Guillermo; Lopez-Caudana, Edgar
Titel	Digital Accreditations in MOOC-Based Training on Sustainability: Factors That Influence Terminal Efficiency
Quelle	In: Australasian Journal of Educational Technology, 38 (2022) 2, S.162-180 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-3098 (Discontinued)
Schlagwörter	MOOCs; Educational Certificates; Certification; Information Storage; Foreign Countries; Lifelong Learning; Nontraditional Education; Sustainability; Educational Attainment; Individual Characteristics; United States; Mexico + Suchen Sie Ihr Suchwort? Bildungsabschluss; Schulzeugnis; Abschlusszeugnis; Zertifizierung; Informationsspeicherung; Ausland; Life-long learning; Lebenslanges Lernen; Non-traditional education; Alternative Erziehung; Nachhaltigkeit; Bildungsgut; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; USA; Mexiko
Abstract	Digital 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. (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01