Experience in the incorporation of MOOCs in undergraduate courses in Engineering and Science Academic Article in Scopus uri icon

abstract

  • © 2022 IEEE.Massive Open Online Courses (MOOCs) are a useful tool to acquire new knowledge and skills as part of the academic formal training or in continuous education settings at the professional stage. In this work, the objective is to share a retrospective descriptive experience in the incorporation of MOOCs in formal university courses in Engineering and Sciences, promoting best practices and further recommendations facing what could be a continuity of adaptive and remote learning in upcoming years. The impact of the incorporation of MOOCs on synchronous classes was analyzed through teaching experience from 2013 to 2022. Students engaged positively with MOOCs, since it was considered on the academic courses' final grades. Over the years, above 90% of enrolled students finished their MOOC with a passing grade and, with the latest collaborations of Tecnologico de Monterrey with well-known MOOC-providing platforms, students obtained a validated certificate of completion without paying additional fees, which can be used as a professional credential by graduating students. By sharing this positive experience on the incorporation of MOOCs in traditional lecture courses (either face-to-face, hybrid or remote), the authors seek to stimulate colleagues to include these global educational technologies in their regular classes, pointing out the commitments and implicit challenges that the introduction of these tools entails for teachers. Finally, a proper implementation of these technologies could provide the students with tools to continue their training even beyond college, diversifying their knowledge and skills to face the evolving professional world.

publication date

  • January 1, 2022