Introduction Transfers in multimodal urban trips imply a disutility for travellers, who perceive them as a penalty when using public transport. It is therefore important to estimate the utility associated to transfers and the main factors affecting it, to allow policymakers to reduce users' perceived disutility and enhance their intention to use public transport. The aim of this paper is to develop a Stated Preference experiment to estimate the penalty perceived by commuters (workers and students) when making transfers in multimodal urban trips. Method A web-based survey combining a Revealed Preferences and Stated Preferences survey was created using Ngene software, and an efficient design was applied to estimate multinomial logit models. We present here the first stage of the research: the design and results of the pilot survey of commuters travelling by metro or urban bus in the city of Madrid, Spain. Results The findings reveal a pure transfer penalty, independent of in-vehicle time, walking and waiting time and crowding. This pure penalty increases with the number of transfers. Crowded transfers cause a high disutility for commuters, which rises with the number of transfers in the total trip. Conclusions This paper highlights the importance of conducting a pilot survey when designing the final survey.Transfer penalties vary between cities, so pilot studies are encouraged to obtain more accurate results. Further research is needed to consolidate the pilot results with those of a final survey.
La dinámica de la ciencia y la tecnología son los elementos primordiales del desarrollo sostenible de la sociedad en todos los ámbitos. En el contexto educativo han dado lugar a nuevas formas de aprendizajes flexibles, abiertas y gratuitas o a bajo costo, como los MOOC (Massive Open Online Courses- Cursos masivos abiertos en línea) que apoyados en las tecnologías emergentes tienen un efecto social y contribuyen a la democratización del conocimiento. En este sentido el objetivo principal de este trabajo es identificar las implicaciones (limitaciones y alcances) de los MOOC para el desarrollo de una educación inclusiva apoyada por las tecnologías emergentes y su impacto en la sociedad, tomando en cuenta los principales factores que lo generan y desarrollan, desde la visión CTS (Ciencia, Tecnología y Sociedad), mediante la aplicación de los métodos histórico-lógicos, de análisis y síntesis y finalmente la generalización-abstracción, tomando como importante fuentes bibliográficas primarias y secundarias, con el propósito que las instituciones educativas incorporen a los MOOC como una alternativa para la formación permanente y actualización de conocimientos que tanto demanda la sociedad del conocimiento.
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