Edutec. Revista Electrónica de Tecnología Educativa, 2020
El objetivo de este trabajo fue evaluar la aceptación de los cursos en línea masivos y abiertos (... more El objetivo de este trabajo fue evaluar la aceptación de los cursos en línea masivos y abiertos (MOOC, por sus siglas en inglés) en relación con la edad y la generación de los usuarios. La muestra comprendió 103 estudiantes en un programa presencial de aprendizaje de inglés que realizaban MOOC como complemento a su formación. Contestaron una versión en español de una escala basada en el modelo de aceptación de tecnología y adaptada a MOOC. Reportaron una percepción positiva hacia los MOOC y describieron sus beneficios. La edad tuvo una relación débil, positiva y significativa con los factores de aceptación: percepciones de utilidad, facilidad de uso y disfrute. Se presentaron diferencias generacionales, pero sólo las de percepción de utilidad fueron significativas.
Open Learning: The Journal of Open, Distance and e-Learning, 2020
Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to dec... more Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed.
Does splitting a longer course into two short ones increase overall completion rates? We did thi... more Does splitting a longer course into two short ones increase overall completion rates? We did this for one massive, open and online example.
E-tandems, or virtual synchronous exchanges, offer opportunities for language learners to practic... more E-tandems, or virtual synchronous exchanges, offer opportunities for language learners to practice their skills with native speakers. While they are regularly conducted informally, some institutions are exploring their academic use. This paper reports on the experience of eight students who were learning English at a public university in Mexico. They connected via Skype with a group of peers who were taking a Spanish course in the United Kingdom. Data sources included field notes taken during the e-tandem session, a follow-up survey and a focus group. Participants reported feeling motivated and excited about meeting students from another country. They practiced their oral language skills and received feedback directly from native speakers. Their learning included nonverbal communication, such as hand gestures. Participants discovered cultural differences but also common ground with their peers. The e-tandem experience was an effective strategy for foreign language learning.
The COVID-19 global pandemic resulted in the cancellation of face-to-face classes in Mexico, as i... more The COVID-19 global pandemic resulted in the cancellation of face-to-face classes in Mexico, as it did across the world. This paper focuses on the experiences of 75 rural teachers in Mexico, who represent a minority in a country where approximately 80% of the population lives in urban areas. An online survey was administered to participants, who taught in a variety of schools, including K-12 and university settings. These participants shared how they changed their teaching practice, the challenges they faced, and the support they required. The digital divide represented a key challenge for both teachers and their students. In the face of inconsistent, unclear, or non-existent government support, most rural teachers showed commitment, resilience, and resourcefulness. They took control of, and responsibility for, their professional development by seeking ways to fill gaps in their knowledge and continue supporting their learners. Recommendations for institutional authorities and policy makers are discussed.
Edutec. Revista Electrónica de Tecnología Educativa, 2020
El objetivo de este trabajo fue evaluar la aceptación de los cursos en línea masivos y abiertos (... more El objetivo de este trabajo fue evaluar la aceptación de los cursos en línea masivos y abiertos (MOOC, por sus siglas en inglés) en relación con la edad y la generación de los usuarios. La muestra comprendió 103 estudiantes de un programa presencial de aprendizaje de inglés, quienes realizaban MOOC como complemento a su formación. Contestaron una versión en español de una escala basada en el modelo de aceptación de tecnología y adaptada a MOOC. Reportaron una percepción positiva hacia los MOOC y describieron sus beneficios. La edad tuvo una relación débil, positiva y significativa con los factores de aceptación: percepciones de utilidad, facilidad de uso y disfrute. Se presentaron diferencias generacionales, pero sólo las de percepción de utilidad fueron significativas.
La motivación y la autoeficacia de los estudiantes son predictores de su aprendizaje ... more La motivación y la autoeficacia de los estudiantes son predictores de su aprendizaje y desempeño académico. El presente trabajo se enfocó en el caso de un curso de apoyo para estudiantes universitarios en riesgo académico, rediseñado para incorporar estrategias encaminadas a desarrollar motivación y autoeficacia. Participaron dos grupos de estudiantes: uno que lo cursó en la versión original y otro que llevó el curso rediseñado. En la primera y en la última sesiones se aplicaron la adaptación de Morales y Gómez (2009) de la Escala Atribucional de Motivación y la Escala General de Autoeficacia y se calcularon los estadísticos descriptivos U de Mann-Whitney y la prueba de Wilcoxon. No se encontraron diferencias significativas en la motivación ni en la auto-eficacia antes y después del curso, ni entre los grupos. Asimismo, un docente tomó notas de campo durante la implementación del curso, las cuales se analizaron inductivamente. Se discuten las posibles causas relacionadas a los retos para implementar las nuevas prácticas pedagógicas. Crear un rediseño basado en evidencia documentada no fue suficiente para el efectivo desarrollo del curso, por lo que se requiere proveer capacitación tecnológica y pedagógica, trabajar con las concepciones de enseñanza existentes y manejar la resistencia al cambio.
Open Learning: The Journal of Open, Distance and e-Learning, 2019
Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to dec... more Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed
Self-efficacy is a strong predictor of academic performance, and an area of interest for higher e... more Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n=32) were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the end of the MOOC, learners answered a survey that included the General Self-Efficacy Scale, items on specific study skills, and space for optional comments. Findings show statistically significant increases in general self-efficacy after completing the MOOC, as well as in the perceived self-efficacy related to five out of six study skills. Comments suggest that participants are aware of and value their own improvement. For students, MOOCs can represent low-risk, formative opportunities to widen their knowledge and increase their self-efficacy. For academic institutions, well-designed MOOCs on study skills provide a means to support students.
This study was conducted in a large Mexican organization running a virtual corporate university. ... more This study was conducted in a large Mexican organization running a virtual corporate university. It aimed to evaluate students' perceptions of three types of interaction (learner–teacher, learner–content and learner–learner) and their views on the effectiveness of online courses in terms of satisfaction, learning and behaviours. Twenty-six employees who had studied at least one online course within the organization answered an online survey. Four of them were interviewed. Results show that: (1) Learners value their interaction with the content the most. (2) Online learning is generally perceived as an effective method for delivering corporate training. (3) There is no perceived relationship between online interactions and training effectiveness. The findings are limited to the specific context of the participating organization. Further research into online learning in corporate settings is needed to understand training interactions and changes in job performance.
While claims about pedagogic innovation in Massive Open Online Courses (MOOCs) are common, most r... more While claims about pedagogic innovation in Massive Open Online Courses (MOOCs) are common, most reports provide no evidence to justify those claims. This paper reports on a survey aimed at exploring how different stakeholders describe MOOCs, focusing on whether they would consider them pedagogically innovative, and if so, why. Respondents (n = 106) described MOOCs primarily as free, openly accessible online courses that attract large numbers of participants. Views on pedagogic innovation fell into three categories: 1) MOOCs are pedagogically innovative (15.1%). Explanations referred to massiveness, openness and connectivism. None of the participants offered a clear definition of or criteria for pedagogic innovation. 2) MOOCs are not pedagogically innovative (84.9%). More than half of the respondents added an unsolicited opinion, including strong criticisms of MOOCs. 3) MOOCs may or may not be pedagogically innovative. The evidence suggests that caution should be exercised when characterising MOOCs as pedagogically innovative.
In the last decade, technology has become a fixed reality in organizations, transforming the stra... more In the last decade, technology has become a fixed reality in organizations, transforming the strategies deployed in them to develop professional competence. This study analyzes the development of professional competence of employees of a large Mexican organization, focusing on the legitimate peripheral participation process and the role of technology in the staff's learning. This was a case study based on in-depth interviews with six employees at different stages of expertise. Areas explored included the characteristics of their communities of practice, their legitimate peripheral participation process, and the role of technology in their learning. The two researchers individually coded the interviews and identified key themes. For participants in this study, a main benefit of belonging to a community of practice was to be able to learn from other members. While their organization employed formal educational strategies (e.g., courses and departmental visits), interviewees tended to value more informal learning derived from face-to-face contact with peers and supervisors, especially when being novices. Some also reported that performing their job activities on their own was particularly useful for learning. Their reactions towards the use of technology in education varied, ranging from highly skeptic to highly supportive. Their previous experiences and their perceptions of e-learning were characterized by the lack of social interaction opportunities. Results have implications for the design of organizational learning strategies. They highlight the importance of including practical in-the-job situated activities in professional competence development programs and social interactions in online courses.
Finding effective ways of designing online courses is a priority for corporate organizations. The... more Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learnercontent, learner-teacher or learner-learner). This study aimed to establish whether the interaction equivalency theorem applies to online learning in the corporate sector. The research was conducted in a large Mexican commercial organization, and involved 147 learners (sales supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course designers, or education support staff). Three courses of an existing Leadership Program (Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and developed to test three course designs, each emphasizing a different type of interaction (learnercontent, learner-teacher or learner-learner). Data were collected through surveys (for diagnostic and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of satisfaction, learning, perceived readiness for knowledge transfer and return on expectations. This suggests that the interaction equivalency theorem not only applies in a business setting but might also include other indicators of course effectiveness, such as satisfaction, learning transfer and return on expectations. Further research is needed to explore the possible expansion of the theorem.
This study was conducted in a large Mexican organization running a virtual corporate university. ... more This study was conducted in a large Mexican organization running a virtual corporate university. It aimed to evaluate students' perceptions of three types of interaction (learner–teacher, learner–content and learner–learner) and their views on the effectiveness of online courses in terms of satisfaction, learning and behaviours. Twenty-six employees who had studied at least one online course within the organization answered an online survey. Four of them were interviewed. Results show that: (1) Learners value their interaction with the content the most. (2) Online learning is generally perceived as an effective method for delivering corporate training. (3) There is no perceived relationship between online interactions and training effectiveness. The findings are limited to the specific context of the participating organization. Further research into online learning in corporate settings is needed to understand training interactions and changes in job performance.
While learning is commonly conceptualised as a social, collaborative process in organisations, on... more While learning is commonly conceptualised as a social, collaborative process in organisations, online courses often provide limited opportunities for communication between people. How do students engage with content-based courses? How do they find answers to their questions? How do they achieve the learning outcomes? This paper aims to answer these questions by focusing on students’ experiences in an online content-based course delivered in a large Mexican organisation. Sales supervisors (n=47) participated as students. Four main data sources were used to evaluate engagement with and learning from the course: surveys (n=40), think-aloud sessions (n=8), activity logs (n=47) and exams (n=43). Findings suggest that: (1) Students engage with a content-based course by following the guidance available and attempting to make the materials relevant to their own context. (2) Students are resourceful when trying to find support. If the materials do not provide the answers to their questions, they search for alternatives such as colleagues to talk to. (3) Content-based online learning designs may be engaging and effective. However, broadening the range of support options available to students may derive in more meaningful, contextualised and rewarding learning experiences.
Understanding the relationship between affect and learning can help e-learning designers create e... more Understanding the relationship between affect and learning can help e-learning designers create engaging online educational environments. The current paper aims to explore this relationship. 138 students who were taking an online course participated answering a paper version of the Positive Affect and Negative Affect Schedules (PANAS) and providing their course’s grades. Positive affect towards the online course showed to be predominant. Most students (93.5%) had approving grades. However, no significant relationship between affect and learning was found. Several explanations are discussed.
During recent years, information technologies have been introduced in the formation of human reso... more During recent years, information technologies have been introduced in the formation of human resources. However, this has been scarcely researched, even less in Mexican organizational environments. The current study aims to fill a bit of this gap by focusing on an online training system in a Mexican company. A convenience sample of approximately 20 students will be used. Students' affective style and attitude towards e-learning will be measured through an electronic version of PANAS and an adaptation of Mishra and Panda's E-Learning Attitude Scale, respectively. These will be related to the program's effectiveness, which will be evaluated through satisfaction and performance, in accordance to Kirkpatrick's model. Positive, significant correlations between the variables are expected.
An important area of opportunity of corporate e-learning resides in the evaluation of its effecti... more An important area of opportunity of corporate e-learning resides in the evaluation of its effectiveness. Research on the subject is scarce, and it tends to focus on participants’ satisfaction and learning. Perhaps this is related to the difficulty in doing measurements that include more significant aspects. Maybe it is that companies simply do not publish this type of data. The current paper aims to help filling the resulting knowledge gap by compiling the available literature on the subject, while focusing on Kirkpatrick’s Four-Level Model for evaluating training programs’ effectiveness. E-learning seems to be an effective training modality, when considering employees’ satisfaction, knowledge acquisition, and behavior at the workplace. However, more research is still required to know more about the impact of e-training on business results and the return of investment.
Edutec. Revista Electrónica de Tecnología Educativa, 2020
El objetivo de este trabajo fue evaluar la aceptación de los cursos en línea masivos y abiertos (... more El objetivo de este trabajo fue evaluar la aceptación de los cursos en línea masivos y abiertos (MOOC, por sus siglas en inglés) en relación con la edad y la generación de los usuarios. La muestra comprendió 103 estudiantes en un programa presencial de aprendizaje de inglés que realizaban MOOC como complemento a su formación. Contestaron una versión en español de una escala basada en el modelo de aceptación de tecnología y adaptada a MOOC. Reportaron una percepción positiva hacia los MOOC y describieron sus beneficios. La edad tuvo una relación débil, positiva y significativa con los factores de aceptación: percepciones de utilidad, facilidad de uso y disfrute. Se presentaron diferencias generacionales, pero sólo las de percepción de utilidad fueron significativas.
Open Learning: The Journal of Open, Distance and e-Learning, 2020
Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to dec... more Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed.
Does splitting a longer course into two short ones increase overall completion rates? We did thi... more Does splitting a longer course into two short ones increase overall completion rates? We did this for one massive, open and online example.
E-tandems, or virtual synchronous exchanges, offer opportunities for language learners to practic... more E-tandems, or virtual synchronous exchanges, offer opportunities for language learners to practice their skills with native speakers. While they are regularly conducted informally, some institutions are exploring their academic use. This paper reports on the experience of eight students who were learning English at a public university in Mexico. They connected via Skype with a group of peers who were taking a Spanish course in the United Kingdom. Data sources included field notes taken during the e-tandem session, a follow-up survey and a focus group. Participants reported feeling motivated and excited about meeting students from another country. They practiced their oral language skills and received feedback directly from native speakers. Their learning included nonverbal communication, such as hand gestures. Participants discovered cultural differences but also common ground with their peers. The e-tandem experience was an effective strategy for foreign language learning.
The COVID-19 global pandemic resulted in the cancellation of face-to-face classes in Mexico, as i... more The COVID-19 global pandemic resulted in the cancellation of face-to-face classes in Mexico, as it did across the world. This paper focuses on the experiences of 75 rural teachers in Mexico, who represent a minority in a country where approximately 80% of the population lives in urban areas. An online survey was administered to participants, who taught in a variety of schools, including K-12 and university settings. These participants shared how they changed their teaching practice, the challenges they faced, and the support they required. The digital divide represented a key challenge for both teachers and their students. In the face of inconsistent, unclear, or non-existent government support, most rural teachers showed commitment, resilience, and resourcefulness. They took control of, and responsibility for, their professional development by seeking ways to fill gaps in their knowledge and continue supporting their learners. Recommendations for institutional authorities and policy makers are discussed.
Edutec. Revista Electrónica de Tecnología Educativa, 2020
El objetivo de este trabajo fue evaluar la aceptación de los cursos en línea masivos y abiertos (... more El objetivo de este trabajo fue evaluar la aceptación de los cursos en línea masivos y abiertos (MOOC, por sus siglas en inglés) en relación con la edad y la generación de los usuarios. La muestra comprendió 103 estudiantes de un programa presencial de aprendizaje de inglés, quienes realizaban MOOC como complemento a su formación. Contestaron una versión en español de una escala basada en el modelo de aceptación de tecnología y adaptada a MOOC. Reportaron una percepción positiva hacia los MOOC y describieron sus beneficios. La edad tuvo una relación débil, positiva y significativa con los factores de aceptación: percepciones de utilidad, facilidad de uso y disfrute. Se presentaron diferencias generacionales, pero sólo las de percepción de utilidad fueron significativas.
La motivación y la autoeficacia de los estudiantes son predictores de su aprendizaje ... more La motivación y la autoeficacia de los estudiantes son predictores de su aprendizaje y desempeño académico. El presente trabajo se enfocó en el caso de un curso de apoyo para estudiantes universitarios en riesgo académico, rediseñado para incorporar estrategias encaminadas a desarrollar motivación y autoeficacia. Participaron dos grupos de estudiantes: uno que lo cursó en la versión original y otro que llevó el curso rediseñado. En la primera y en la última sesiones se aplicaron la adaptación de Morales y Gómez (2009) de la Escala Atribucional de Motivación y la Escala General de Autoeficacia y se calcularon los estadísticos descriptivos U de Mann-Whitney y la prueba de Wilcoxon. No se encontraron diferencias significativas en la motivación ni en la auto-eficacia antes y después del curso, ni entre los grupos. Asimismo, un docente tomó notas de campo durante la implementación del curso, las cuales se analizaron inductivamente. Se discuten las posibles causas relacionadas a los retos para implementar las nuevas prácticas pedagógicas. Crear un rediseño basado en evidencia documentada no fue suficiente para el efectivo desarrollo del curso, por lo que se requiere proveer capacitación tecnológica y pedagógica, trabajar con las concepciones de enseñanza existentes y manejar la resistencia al cambio.
Open Learning: The Journal of Open, Distance and e-Learning, 2019
Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to dec... more Massive open online courses (MOOCs) are usually six to ten weeks long. Participation tends to decrease as the courses progress, leading to low completion rates. This led to the question: Could shorter MOOCs contribute to learners’ engagement, retention and success? This paper compares two versions of Study Skills MOOC, which shared the same content but were delivered in different length formats. One was deployed as a single six-week course and the other as two three-week blocks. In total, 617 people registered for the two versions. Data sources included learning analytics, surveys and the Spanish version of the General Self-Efficacy Scale. Both versions of the Study Skills MOOC resulted in increased participants’ self-efficacy. However, learners enrolled in the version composed of two three-week blocks were also more engaged with course content, other students and the facilitators. Their retention and completion rates were higher than those in the longer version of the course. Reasons linked to goal proximity, motivation, interactions and social modelling are discussed
Self-efficacy is a strong predictor of academic performance, and an area of interest for higher e... more Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n=32) were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the end of the MOOC, learners answered a survey that included the General Self-Efficacy Scale, items on specific study skills, and space for optional comments. Findings show statistically significant increases in general self-efficacy after completing the MOOC, as well as in the perceived self-efficacy related to five out of six study skills. Comments suggest that participants are aware of and value their own improvement. For students, MOOCs can represent low-risk, formative opportunities to widen their knowledge and increase their self-efficacy. For academic institutions, well-designed MOOCs on study skills provide a means to support students.
This study was conducted in a large Mexican organization running a virtual corporate university. ... more This study was conducted in a large Mexican organization running a virtual corporate university. It aimed to evaluate students' perceptions of three types of interaction (learner–teacher, learner–content and learner–learner) and their views on the effectiveness of online courses in terms of satisfaction, learning and behaviours. Twenty-six employees who had studied at least one online course within the organization answered an online survey. Four of them were interviewed. Results show that: (1) Learners value their interaction with the content the most. (2) Online learning is generally perceived as an effective method for delivering corporate training. (3) There is no perceived relationship between online interactions and training effectiveness. The findings are limited to the specific context of the participating organization. Further research into online learning in corporate settings is needed to understand training interactions and changes in job performance.
While claims about pedagogic innovation in Massive Open Online Courses (MOOCs) are common, most r... more While claims about pedagogic innovation in Massive Open Online Courses (MOOCs) are common, most reports provide no evidence to justify those claims. This paper reports on a survey aimed at exploring how different stakeholders describe MOOCs, focusing on whether they would consider them pedagogically innovative, and if so, why. Respondents (n = 106) described MOOCs primarily as free, openly accessible online courses that attract large numbers of participants. Views on pedagogic innovation fell into three categories: 1) MOOCs are pedagogically innovative (15.1%). Explanations referred to massiveness, openness and connectivism. None of the participants offered a clear definition of or criteria for pedagogic innovation. 2) MOOCs are not pedagogically innovative (84.9%). More than half of the respondents added an unsolicited opinion, including strong criticisms of MOOCs. 3) MOOCs may or may not be pedagogically innovative. The evidence suggests that caution should be exercised when characterising MOOCs as pedagogically innovative.
In the last decade, technology has become a fixed reality in organizations, transforming the stra... more In the last decade, technology has become a fixed reality in organizations, transforming the strategies deployed in them to develop professional competence. This study analyzes the development of professional competence of employees of a large Mexican organization, focusing on the legitimate peripheral participation process and the role of technology in the staff's learning. This was a case study based on in-depth interviews with six employees at different stages of expertise. Areas explored included the characteristics of their communities of practice, their legitimate peripheral participation process, and the role of technology in their learning. The two researchers individually coded the interviews and identified key themes. For participants in this study, a main benefit of belonging to a community of practice was to be able to learn from other members. While their organization employed formal educational strategies (e.g., courses and departmental visits), interviewees tended to value more informal learning derived from face-to-face contact with peers and supervisors, especially when being novices. Some also reported that performing their job activities on their own was particularly useful for learning. Their reactions towards the use of technology in education varied, ranging from highly skeptic to highly supportive. Their previous experiences and their perceptions of e-learning were characterized by the lack of social interaction opportunities. Results have implications for the design of organizational learning strategies. They highlight the importance of including practical in-the-job situated activities in professional competence development programs and social interactions in online courses.
Finding effective ways of designing online courses is a priority for corporate organizations. The... more Finding effective ways of designing online courses is a priority for corporate organizations. The interaction equivalency theorem states that meaningful learning can be achieved as long as courses are designed with at least a high level of one of three types of interactions (learnercontent, learner-teacher or learner-learner). This study aimed to establish whether the interaction equivalency theorem applies to online learning in the corporate sector. The research was conducted in a large Mexican commercial organization, and involved 147 learners (sales supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course designers, or education support staff). Three courses of an existing Leadership Program (Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and developed to test three course designs, each emphasizing a different type of interaction (learnercontent, learner-teacher or learner-learner). Data were collected through surveys (for diagnostic and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of satisfaction, learning, perceived readiness for knowledge transfer and return on expectations. This suggests that the interaction equivalency theorem not only applies in a business setting but might also include other indicators of course effectiveness, such as satisfaction, learning transfer and return on expectations. Further research is needed to explore the possible expansion of the theorem.
This study was conducted in a large Mexican organization running a virtual corporate university. ... more This study was conducted in a large Mexican organization running a virtual corporate university. It aimed to evaluate students' perceptions of three types of interaction (learner–teacher, learner–content and learner–learner) and their views on the effectiveness of online courses in terms of satisfaction, learning and behaviours. Twenty-six employees who had studied at least one online course within the organization answered an online survey. Four of them were interviewed. Results show that: (1) Learners value their interaction with the content the most. (2) Online learning is generally perceived as an effective method for delivering corporate training. (3) There is no perceived relationship between online interactions and training effectiveness. The findings are limited to the specific context of the participating organization. Further research into online learning in corporate settings is needed to understand training interactions and changes in job performance.
While learning is commonly conceptualised as a social, collaborative process in organisations, on... more While learning is commonly conceptualised as a social, collaborative process in organisations, online courses often provide limited opportunities for communication between people. How do students engage with content-based courses? How do they find answers to their questions? How do they achieve the learning outcomes? This paper aims to answer these questions by focusing on students’ experiences in an online content-based course delivered in a large Mexican organisation. Sales supervisors (n=47) participated as students. Four main data sources were used to evaluate engagement with and learning from the course: surveys (n=40), think-aloud sessions (n=8), activity logs (n=47) and exams (n=43). Findings suggest that: (1) Students engage with a content-based course by following the guidance available and attempting to make the materials relevant to their own context. (2) Students are resourceful when trying to find support. If the materials do not provide the answers to their questions, they search for alternatives such as colleagues to talk to. (3) Content-based online learning designs may be engaging and effective. However, broadening the range of support options available to students may derive in more meaningful, contextualised and rewarding learning experiences.
Understanding the relationship between affect and learning can help e-learning designers create e... more Understanding the relationship between affect and learning can help e-learning designers create engaging online educational environments. The current paper aims to explore this relationship. 138 students who were taking an online course participated answering a paper version of the Positive Affect and Negative Affect Schedules (PANAS) and providing their course’s grades. Positive affect towards the online course showed to be predominant. Most students (93.5%) had approving grades. However, no significant relationship between affect and learning was found. Several explanations are discussed.
During recent years, information technologies have been introduced in the formation of human reso... more During recent years, information technologies have been introduced in the formation of human resources. However, this has been scarcely researched, even less in Mexican organizational environments. The current study aims to fill a bit of this gap by focusing on an online training system in a Mexican company. A convenience sample of approximately 20 students will be used. Students' affective style and attitude towards e-learning will be measured through an electronic version of PANAS and an adaptation of Mishra and Panda's E-Learning Attitude Scale, respectively. These will be related to the program's effectiveness, which will be evaluated through satisfaction and performance, in accordance to Kirkpatrick's model. Positive, significant correlations between the variables are expected.
An important area of opportunity of corporate e-learning resides in the evaluation of its effecti... more An important area of opportunity of corporate e-learning resides in the evaluation of its effectiveness. Research on the subject is scarce, and it tends to focus on participants’ satisfaction and learning. Perhaps this is related to the difficulty in doing measurements that include more significant aspects. Maybe it is that companies simply do not publish this type of data. The current paper aims to help filling the resulting knowledge gap by compiling the available literature on the subject, while focusing on Kirkpatrick’s Four-Level Model for evaluating training programs’ effectiveness. E-learning seems to be an effective training modality, when considering employees’ satisfaction, knowledge acquisition, and behavior at the workplace. However, more research is still required to know more about the impact of e-training on business results and the return of investment.
Cases on Active Blended Learning in Higher Education, 2021
This chapter focuses on the joint implementation of blended learning and active learning. The aut... more This chapter focuses on the joint implementation of blended learning and active learning. The authors analysed 152 institutional websites containing definitions of these concepts. Blended learning is commonly, though arguably simplistically, viewed as the combination of face-to-face and online components. Active learning is often described as a pedagogical approach that engages students in higher-order thinking tasks, usually requiring collaboration with others. The authors systematically reviewed the literature on active blended learning (ABL). Health sciences is the most common field where empirical studies have been conducted. Most research used quantitative or mixed data and focused on the perspective of students. The tone of the discourse is predominantly positive, with an emphasis on the benefits of ABL. The chapter concludes by defining ABL as a pedagogical approach that combines sense-making activities with focused interactions in and outside the classroom. It puts forward a rationale and a framework for the implementation and scaling up of ABL in a higher education setting.
Cases on Active Blended Learning in Higher Education, 2021
This chapter focuses on a specific, simple strategy to foster active blended learning, a pedagogi... more This chapter focuses on a specific, simple strategy to foster active blended learning, a pedagogical approach that values flexibility. The author discusses the use of optional learning activities (OLAs) in graduate courses as a strategy to enable the customisation of the learning pathway and the effective incorporation of formative assessment. A sample of 68 former Master’s and doctoral students, who engaged with OLAs, answered an online survey. Their views were predominantly positive. Participants agreed that OLAs promote active, personalised learning, and considered them motivating. Moreover, the number of OLAs completed positively and significantly correlated with final grades. OLAs represent a simple, low-investment way to create engaging, personalised courses. These activities empower students to explore their own interests in a structured, meaningful way. Recommendations for practice are described.
Cursos masivos abiertos en línea MOOCs : el caso de México, 2018
Los cursos en línea masivos y abiertos (MOOCs, por sus siglas
en inglés) facilitan posibilidades ... more Los cursos en línea masivos y abiertos (MOOCs, por sus siglas en inglés) facilitan posibilidades de colaboración internacional, no sólo entre los estudiantes que participan simultáneamente en un mismo curso sino entre instituciones que trabajan juntas para crear, implementar y evaluar MOOCs. En el presente capítulo se describen dos MOOCs impulsados por instituciones mexicanas que ejemplifican las características de la colaboración internacional, el MOOC de Innovación Educativa con Recursos Abiertos y el MOOC de Habilidades de Estudio. Se destacan los beneficios del establecimiento de alianzas y la suma de esfuerzos, incluyendo: 1) el desarrollo de recursos compartidos, como videos y otros materiales educativos, 2) el fomento de interacciones académicas entre facilitadores, investigadores y estudiantes, 3) el fortalecimiento de redes educativas, 4) la generación de estudios y publicaciones conjuntas, y 5) la satisfacción con la participación. Se presentan recomendaciones para instituciones interesadas en fomentar la colaboración en sus MOOCs.
Book chapter in Jia, J. (Ed.) Educational stages and interactive learning: from kindergarten to workplace training (pp. 468-484). Hershey, PA: IGI Global., 2012
This chapter addresses the theme of interactive learning in higher education for distance and on-... more This chapter addresses the theme of interactive learning in higher education for distance and on-campus students. We focus on asynchronous digital audio (ADA), which we define and place in context among media used in education. We review the literature on interaction in education and learning and discuss briefly five types: learner-content, learner-learner, learner-teacher, learner-interface and teacher-content.
We examine opportunities for and outcomes from using ADA for interactive learning by distance and on-campus students at the University of Leicester, where podcasting and voice boards have been introduced into the teaching of a range of subjects. With a simple model, we discuss designing explicit interactive tasks for learners and provide evidence from two case studies of ADA, one using podcasting, the other voice boards. With the same model, we also discuss implicit interactive tasks for learners, illustrated by evidence from a case study of podcasting.
We recommend, based on our research and experience, further use of ADA with podcasts and voice boards, for interactive learning. We discuss future research, such as: Can ADA’s impact on students’ performance be measured? How much extra time do students commit to using ADA? What does ADA cost? How does audio feedback spark student-tutor dialogues, and what effects do these dialogues have? Can other disciplines benefit from using ADA and if so how? Are there advantages in using other voice tools such as voice e-mail and audio blogs to promote interactive learning? Further research is needed, although ADA interactive learning already offers much to learners at a distance and on-campus.
EMOOCs 2019: Digital Education: At the MOOC Crossroads Where the Interests of Academia and Business Converge , 2019
Massive open online courses (MOOCs) have gained traction across the higher education sector and b... more Massive open online courses (MOOCs) have gained traction across the higher education sector and beyond. However, there are concerns about their future and sustainability. Sometimes academics have no budget to maintain their MOOCs. This paper reports on the work in progress of redesigning a Study Skills MOOC to ensure its value past its funding period. Strategies include: (1) using discussion forums as an open space for comments and not for guided activities; (2) replacing collaborative e-tivities with multiple-choice questions with automated feedback; (3) including sample tweets to encourage participants to connect with the community beyond the boundaries of the MOOC platform; and (4) adding new multimedia resources such as brief video explanations and infographics. By shifting the focus from the learning community to interactions with the content, the Study Skills MOOC is becoming a set of massive open online resources, a MOOR. While its spirit is different, it still provides a structured sequence of materials that can help learners interested in developing their study skills. Our experience might serve as guidance for academics and institutions facing the same financial challenges. We hope that people around the world find the MOOR beneficial and use it to enhance their self-efficacy.
Active blended learning (ABL) is defined as a pedagogical approach that combines sense-making act... more Active blended learning (ABL) is defined as a pedagogical approach that combines sense-making activities with focused interactions (with content, peers and tutors) in appropriate learning settings – in and outside the classroom. ABL aims to engage students in developing their autonomy through knowledge construction, reflection and critique. ABL can be implemented through student-centred activities that support the development of subject knowledge and understanding, independent learning and digital fluency. Face-to-face teaching is facilitated in a practical and collaborative manner, clearly linked to synchronous or asynchronous learning activities carried out outside the classroom.
This book delves into a broad range of ABL-related topics. It discusses the conceptualisation and rationale for ABL, barriers to implementation, technologies associated with its deployment,, personalisation, assessment, space design, student feedback and employability. The book showcases a number of discipline-specific experiences that illustrate benefits and pitfalls associated with diverse implementations of ABL.
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pedagogically innovative (15.1%). Explanations referred to massiveness, openness and connectivism. None of the participants offered a clear definition of or criteria for pedagogic innovation. 2) MOOCs are not pedagogically innovative (84.9%). More than half of the respondents added an unsolicited opinion, including strong criticisms of MOOCs. 3) MOOCs may or may not be pedagogically innovative. The evidence suggests that caution should be exercised when characterising MOOCs as pedagogically innovative.
interaction equivalency theorem states that meaningful learning can be achieved as long as
courses are designed with at least a high level of one of three types of interactions (learnercontent,
learner-teacher or learner-learner). This study aimed to establish whether the interaction
equivalency theorem applies to online learning in the corporate sector. The research was
conducted in a large Mexican commercial organization, and involved 147 learners (sales
supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course
designers, or education support staff). Three courses of an existing Leadership Program
(Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and
developed to test three course designs, each emphasizing a different type of interaction (learnercontent,
learner-teacher or learner-learner). Data were collected through surveys (for diagnostic
and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of
satisfaction, learning, perceived readiness for knowledge transfer and return on expectations.
This suggests that the interaction equivalency theorem not only applies in a business setting but
might also include other indicators of course effectiveness, such as satisfaction, learning transfer
and return on expectations. Further research is needed to explore the possible expansion of the
theorem.
pedagogically innovative (15.1%). Explanations referred to massiveness, openness and connectivism. None of the participants offered a clear definition of or criteria for pedagogic innovation. 2) MOOCs are not pedagogically innovative (84.9%). More than half of the respondents added an unsolicited opinion, including strong criticisms of MOOCs. 3) MOOCs may or may not be pedagogically innovative. The evidence suggests that caution should be exercised when characterising MOOCs as pedagogically innovative.
interaction equivalency theorem states that meaningful learning can be achieved as long as
courses are designed with at least a high level of one of three types of interactions (learnercontent,
learner-teacher or learner-learner). This study aimed to establish whether the interaction
equivalency theorem applies to online learning in the corporate sector. The research was
conducted in a large Mexican commercial organization, and involved 147 learners (sales
supervisors), 30 teachers (sales managers and directors) and 3 academic assistants (course
designers, or education support staff). Three courses of an existing Leadership Program
(Situational Leadership, Empowering Beliefs and Effective Performance) were redesigned and
developed to test three course designs, each emphasizing a different type of interaction (learnercontent,
learner-teacher or learner-learner). Data were collected through surveys (for diagnostic
and evaluation purposes) and exams. All courses yielded high levels of effectiveness, in terms of
satisfaction, learning, perceived readiness for knowledge transfer and return on expectations.
This suggests that the interaction equivalency theorem not only applies in a business setting but
might also include other indicators of course effectiveness, such as satisfaction, learning transfer
and return on expectations. Further research is needed to explore the possible expansion of the
theorem.
en inglés) facilitan posibilidades de colaboración internacional,
no sólo entre los estudiantes que participan simultáneamente en
un mismo curso sino entre instituciones que trabajan juntas para
crear, implementar y evaluar MOOCs. En el presente capítulo
se describen dos MOOCs impulsados por instituciones
mexicanas que ejemplifican las características de la
colaboración internacional, el MOOC de Innovación Educativa
con Recursos Abiertos y el MOOC de Habilidades de Estudio.
Se destacan los beneficios del establecimiento de alianzas y la
suma de esfuerzos, incluyendo: 1) el desarrollo de recursos
compartidos, como videos y otros materiales educativos, 2) el
fomento de interacciones académicas entre facilitadores,
investigadores y estudiantes, 3) el fortalecimiento de redes
educativas, 4) la generación de estudios y publicaciones
conjuntas, y 5) la satisfacción con la participación. Se presentan
recomendaciones para instituciones interesadas en fomentar la
colaboración en sus MOOCs.
We examine opportunities for and outcomes from using ADA for interactive learning by distance and on-campus students at the University of Leicester, where podcasting and voice boards have been introduced into the teaching of a range of subjects. With a simple model, we discuss designing explicit interactive tasks for learners and provide evidence from two case studies of ADA, one using podcasting, the other voice boards. With the same model, we also discuss implicit interactive tasks for learners, illustrated by evidence from a case study of podcasting.
We recommend, based on our research and experience, further use of ADA with podcasts and voice boards, for interactive learning. We discuss future research, such as: Can ADA’s impact on students’ performance be measured? How much extra time do students commit to using ADA? What does ADA cost? How does audio feedback spark student-tutor dialogues, and what effects do these dialogues have? Can other disciplines benefit from using ADA and if so how? Are there advantages in using other voice tools such as voice e-mail and audio blogs to promote interactive learning? Further research is needed, although ADA interactive learning already offers much to learners at a distance and on-campus.
This book delves into a broad range of ABL-related topics. It discusses the conceptualisation and rationale for ABL, barriers to implementation, technologies associated with its deployment,, personalisation, assessment, space design, student feedback and employability. The book showcases a number of discipline-specific experiences that illustrate benefits and pitfalls associated with diverse implementations of ABL.