Publication: Factores determinantes de la lealtad y la finalización en MOOCs para el desarrollo profesional del profesorado: un modelo integrado de aceptación tecnológica
Authors
Fernández Polvillo, Carmen ; Romero Frías, Esteban ; del Barrio García, Salvador ; Arquero, José L.
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Publisher
Universidad de Murcia. Servicio de Publicaciones
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DOI
https://doi.org/10.6018/reifop.637491
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info:eu-repo/semantics/article
Description
Abstract
El desarrollo profesional del profesorado es un factor clave para mejorar la calidad de los sistemas educativos. El e-learning y especialmente los cursos masivos online están adquiriendo un gran peso como soporte para esta formación, ya que permiten superar muchas de las barreras de acceso a la formación y fomentar el aprendizaje cooperativo. Aunque los aspectos que influyen en el éxito de los MOOC están ampliamente estudiados, las características específicas del profesorado como aprendiz dificultan la transferibilidad de esos resultados. Consecuentemente, este trabajo estudia qué variables explican la lealtad y el grado de terminación de un MOOC dirigido a profesorado no universitario. El modelo planteado integra variables relacionadas con la aceptaciónde la tecnología, incluyendo el estado de flujo,y variables personales como la ansiedad y la autoeficacia. Nuestros resultados indican que, para el profesorado, la variable clave de todo el sistema es la utilidad percibida y la satisfacción con el aprendizaje, teniendo la facilidad de uso una relevancia menor. Al contrario que lo descrito en la literatura, no hay diferencias resaltables relativas al sexo. Nuestro modelo predice adecuadamente la formación de la lealtad, pero persiste la dificultad de explicar el uso efectivo.
Teacher professional development is a key factor in improving the quality of education systems. E-learning and especially massive online courses are gaining importance as a support for this training, as they overcome many of the barriers to access to training and encourage cooperative learning. Although the aspects that influence the success of MOOCs have been widely studied, the specific characteristics of teachers as learners make the transferability of these results difficult. Consequently, this paper studies which variables explain the loyalty and the degree of completion of a MOOC aimed at non-university teachers. The proposed model integrates variables widely used in the acceptance literature, including flow state and personal variables, such as anxiety and self-efficacy. Our results indicate that, for teachers, the key variable of the whole system is perceived usefulness and satisfaction with learning, with ease of use having a lower relevance. Contrary to what has been described in the literature, there are no notable differences related to gender. Our model adequately predicts loyalty formation, but the difficulty of explaining effective use remains.
Teacher professional development is a key factor in improving the quality of education systems. E-learning and especially massive online courses are gaining importance as a support for this training, as they overcome many of the barriers to access to training and encourage cooperative learning. Although the aspects that influence the success of MOOCs have been widely studied, the specific characteristics of teachers as learners make the transferability of these results difficult. Consequently, this paper studies which variables explain the loyalty and the degree of completion of a MOOC aimed at non-university teachers. The proposed model integrates variables widely used in the acceptance literature, including flow state and personal variables, such as anxiety and self-efficacy. Our results indicate that, for teachers, the key variable of the whole system is perceived usefulness and satisfaction with learning, with ease of use having a lower relevance. Contrary to what has been described in the literature, there are no notable differences related to gender. Our model adequately predicts loyalty formation, but the difficulty of explaining effective use remains.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP (2026), vol. 29, núm. 1, pp. 105-122.
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