The role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses (MOOC), which are characterized by their stimulation of learning connections. The study analyzes the experiences of 135 facilitators in hybrid courses (cMOOC + xMOOC) where the following are explored: (1) the strategies used by the facilitators to encourage learning connections, (2) the challenges they faced in their activities, and (3) the basic skills required. A mixed method was used with a convergent design, through the application of a questionnaire qualitative and quantitative data were collected simultaneously. It was found that the collaborative construction of knowledge is the most widely used strategy to promote learning connections in MOOCs and that its design is the biggest challenge that facilitators faced while carrying out their activities.
The purpose of this study is to identify the perception of students in fifth and sixth grade public elementary schools on their competencies in the use of Information and Communication Technology (ICT) and investigate whether there are differences based on gender, have a computer and Internet access at home. A non-experimental quantitative methodology transactional was used and the sample was composed of 201 students from public elementary schools where 51.6% are fifth-and sixth 48.4% of which 52.6% were boys and 47.4% girls. The instruments used were two surveys Likert scale with five response options. The first survey measures the use of ICT in daily life and the second survey measures the use of ICT in school. The results show that students make moderate use of ICT and that there are no significant differences based on gender and have or not have a computer but do exist in access to the Internet. It is concluded that the students use ICT more for recreation than for school activities and their competencies in the matter are limited.
Resumen: El objetivo de este estudio es establecer la relación entre las variables atributivas contextuales en el uso de las TIC por parte de estudiantes de quinto y sexto grado, a través de un modelo de regresión logística. A partir de una muestra no probabilística de 1865 estudiantes de 14 escuelas primarias del sur de Sonora en México, se seleccionó en forma aleatoria una muestra de 522 estudiantes, una sub muestra de 261 estudiantes que utilizan las TIC y otra sub muestra de 261 estudiantes que no las utilizan. Las variables predictoras: tipo de escuela, Internet en casa y tener cuenta de correo electrónico, muestran diferencias signifi cativas entre los estudiantes que hacen uso básico de las TIC y los que no.Palabras clave: Tecnologías de la Información y Comunicación, Estudiantes de Educación Primaria, Variables atributivas, Modelo de regresión logística.
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