MOOCs

As knowledge society is mainstreaming around the world, Information and Communication Technologies (ICT) have been increasingly integrated in formal and informal leaning environments, especially in a complex and fast-changing reality. In this context, Learning and Knowledge Technologies (LKT) have proved to be a valuable asset for continuous learning of professional from all sectors, especially for those working on natural resources management and the governance of common goods, since science and technology related to these topic are rapidly moving forward and paradigms are changing in a fast-pace. The water sector is not the exception. Water resources management requires a specific set of skills that are not only oriented towards engineering and technical studies, but also requires the understanding of social and biological dynamics, all of them working together in a complex system. Due to the transdisciplinary approach and the constant changes in the area, water professionals are actively demanding new ways to increase their knowledge through virtual learning environments. This paper analyses the experience of the National Autonomous University of Mexico (UNAM), with the collaboration of the Regional Centre for Water Security (CERSHI) under the auspices of UNESCO, in designing and implementing the Massive Open Online Course (MOOC) on Water Security, available on Coursera platform. Firstly, the document presents the changes of paradigms in water management and explores how the water sector has incorporated them into its educational programs and trainings. Then, the phases of designing the MOOC are described, considering the identification, selection and analysis of formal education programs on water security, both nationals and internationals, as well as the integration of the syllabus under a frontier science approach. The development of the virtual learning environment is also discussed in this section. Finally, the capacity of this initiative to promote education for sustainability in Latin America and the Caribbean as well as community engagement and youth participation in integrated water resources management is discussed.

Purpose-This paper aims to analyze the interrelationship that exists between expectancy-value and achievement goals as factors that are decisive for participants' higher engagement in 12 massive open online courses (MOOCs) on energy sustainability and to determine the profile of participants achieving higher success rates. Design/methodology/approach-A qualitative-quantitative study of correlational and descriptive scope is carried out on two instruments based on pre-and post-tests of 6,029 participants, which is followed by a qualitative data analysis distributed by code families to identify participants' main motivations to take MOOCs. Findings-The results showed a positive moderate-high correlation between expectancy-value and achievement goals, which means in a practical sense that the participants' subjective estimates of the possibility of reaching their goals prior to the beginning of the course were fulfilled, as the intentionality of the subjects-participants was positive with respect to the contents imparted. Practical implications-The profiles of participants with a higher tendency to successfully finish the course and with high rates of engagement share the following characteristics: having previously and successfully finished more than one MOOC; taking the MOOC for work purposes (promotion, seeking better job opportunities, etc.); and having intrinsic motivation, that is, not depending on external factors such as obligations and certifications. Originality/value-This research suggests that there are pre-educational factors that define the trend of successful completion of MOOCs, based on expectancy-value (e.g. previous experiences with other MOOCs) and achievement goals (e.g. job improvement), with external motivational issues such as completion certificates being less prevalent in the learning intention.

Contribution: This article analyzes the correlation between users' digital competencies and their tendencies to successfully complete energy sustainability MOOCs (massive online open courses). 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 pre-test 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 9,075 participants (pre-test)-7.37% of the universe-and 6,029 (post-test)-35.70% of the universe-were extracted as a sample. To determine its internal consistency, exploratory factorial analysis was performed on both instruments, and a Cronbach's alpha greater than 0.8 was obtained in all 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 digital competence. Further research could analyze the effectiveness of MOOCs in terms of digital competition at the acquired levels of competition.