Incidence of Digital Competences in the Completion Rates of MOOCs: Case Study on Energy Sustainability Courses

Introduction: Informatics applied to health sciences has brought cutting-edge solutions to healthcare problems. However, the number of health professionals trained in "Health Informatics" is low. Virtual education, such as massive online open courses, provide the opportunity for training in this field. Objective: To estimate the global offer of massive online open biomedical informatics courses and characterize their content. Methods: A search for massive online open courses was conducted throughout December 2021 on 25 platforms offering these courses. The search strategy included the terms "health informatics" and "biomedical informatics". The application areas of biomedical informatics, platform, institution, duration, time required per week, language, and subtitles available for each course were evaluated. Data were analyzed descriptively, reporting absolute and relative frequencies. Results; Our search strategy identified 1333 massive online open courses. Of these, only 79 were related to health informatics. Most of these courses (n = 44; 55.7%) were offered through Coursera. More than half (n = 55; 69.6%) were conducted by U.S. institutions in english (n = 76; 96.2%). Most courses focused on areas of translational bioinformatics (n = 27; 34.2%), followed by public health informatics (n = 23; 29.1%), and clinical research informatics (n = 13, 16.5%). Conclusions: We found a significant supply of massive online open courses on health informatics. These courses favor the training of more professionals worldwide, mostly addressing competencies to apply informatics in clinical practice, public health, and health research.

Massive open online course is a large-scale online open course, and massive open online course can spread all the teaching resources in the world through network channels, so that all students can learn online through the network. The asp-based network distance education system under the background of massive open online course is constructed, the parameter set of network distance education information distribution under the background of massive open online course under the hybrid cloud architecture system is designed, the graph model of network distance education information distribution under the background of massive open online course is obtained by using the method of directed graph structure feature decomposition, and the network distance education information scheduling model under the background of massive open online course is constructed by combining the methods of associated node scheduling and resource balanced allocation. The embedded protocol scheduling and PCI bus control methods are adopted to analyze the communication interface and database module of network distance education system under the background of massive open online course, to realize the resource feature matching and open source information fusion in the process of network distance education under the background of massive open online course, and to realize the optimized design of network distance education under the background of massive open online course under the hybrid cloud architecture and ASP architecture. The simulation results show that the output performance of the network distance education system design under the background of massive open online course is better and the system reliability is improved.

Today there is a growing demand for Massive open online courses (MOOCs) on distance learning in higher education. Massive open online courses play a significant role in open, continuous, lifelong learning as a new trend and a new distance learning technology in education. There exist many opportunities to develop future pedagogues’ digital competence by creating and applying Massive open online courses. The research briefly summarizes the theory of development and application of a Massive open online course based on the analysis of foreign literature. Based on this, an elective course is offered to create a mass open online course. Before applying the MOOC, a survey was conducted for students of 1-4 courses of the specialty “Pedagogy and psychology” of Abay Kazakh National Pedagogical University in order to identify knowledge about digital educational resources, MOOC. 94 students took part in the survey. It was found that students were poorly informed about MOOC, but expressed a desire to study digital courses. Key words: digital competence, develop a digital competence, open education, distance learning, massive open online courses.

Aim. To determine the level of development of teachers’ digital competence and, based on the results obtained, to develop a set of measures to ensure its effective development. The obtained results of the teachers’ digital competence state (using the example of the Donetsk People’s Republic of the city of Donetsk) allow us to compare the results of research by other authors, identify shortcomings, and develop the most optimal and practical tools for assessing its development.Methodology and methods. The main tool for assessing the level of development of a teacher's digital competence was a survey and the use of the case method. However, it should be clarified that the level of digital competence is dependent on the discipline taught, which requires additional research and development of scientific and methodological tools, taking into account the specifics of teaching the discipline.Results. The need for education system sustainable development and competitiveness preservation in difficult social and economic conditions require continuity in the development of the teacher. Digital competence is actively considered as one of the key components of professional competence in the academic world. Thus, the level of digital competence development was determined taking into account teaching experience: a confident level – teaching experience from 10 to 20 years (34% of the sample), an average level – work experience from 3 to 10 years and from 20 to 25 years (65% of the sample); minimum-sufficient teaching experience of up to three years and over 25 years (6% of the sample). The result of teaching various disciplines success dependence on digital competence allowed us to establish that among teachers of humanities and natural sciences, the confident level was 38% ± 4%, the average 62% ± 4%, the minimum-sufficient level was not identified. Among teachers of artistic and aesthetic disciplines, physical education and disciplines of primary general education, the indicators of a confident level were 26% ± 3%, the average level was 71.5% ± 3.5%, the minimum sufficient level was up to 3%. The next stage of the analysis was the levels of digital literacy in accordance with the selected indicators and teaching experience. Thus, the level of computer literacy among all groups of teachers with different experience was at the level of 81.5% ± 4.5%, communicative literacy – 84.5% ± 5.5%, technological literacy – 72.5% ± 4.5%, information literacy – 89% ± 5%. The results of digital competence assessment using the case method allowed us to identify the levels of development of structural components necessary for a high-quality educational process. The minimum-sufficient, average and confident level of the indicator of analysis and evaluation of educational activities was 9%, 55% and 44%. The indicator of professional responsibilities marks 6%, 63% and 75%. The optimization of the educational process was 5%, 69% and 73%. The technological effectiveness of educational activities was 12%, 53% and 42%. These results indicate the dynamics of the development of digital competence and the need for further research.Theoretical and/or practical significance. The scientific novelty consisted in clarifying the structural components responsible for digital competence development. The theoretical significance of the study was to identify the structural components responsible for maintaining the education system success and increasing the level of professional competence of a teacher in the field of digital technologies. To assess the level of digital competence formation, a case method was used, the capabilities of which made it possible to model pedagogical tasks, the essence of which was to expand theoretical knowledge in the field of didactics of the educational process. A teacher training program "Teacher in the digital educational space" has been developed, aimed at increasing the level of digital competence. Methodological recommendations have been developed with a clear algorithm for using digital technologies during distance learning. The practical significance of the study is determined by the fact that a program, methodological recommendations and diagnostic apparatus for assessing the level of development of digital competence for implementation into the system of additional professional education have been developed, verified and proposed.Conclusions. The development of digital competence will create a stable basis for solving emerging issues in the education system, ensure the integrity and continuity of the educational process, and increase the level of professional competence of a teacher.

Objective: The article aims to assess the differentiation of the level of digital competences of young adults and identification of factors influencing the level of these competences among respondents disadvantaged by the digital divide. Research Design & Methods: The article discusses the differences in the level of digital competences among young adults in Poland. The determinants of the level of digital competences among respondents at risk of digital exclusion were identified and, based on a regression tree analysis, it was indicated which of them best predict a low level of digital competences. Material from our own research conducted on a nationwide sample of 1,000 respondents was used. The catalogue of digital competences was taken from The European Digital Competence Framework (DigComp). Radar plots, box-plot plots, and regression trees were used to analyse the data. Findings: As a result of the research, determinants of the low level of digital competences were identified, such as the type of place of residence, the level of education, and the level of social and cognitive competences. Moreover, it has been shown that the level of digital competences of people at risk of digital exclusion is only slightly differentiated by gender. Implications / Recommendations: Reducing digital competence deficits is possible by participating in the education process. While competence gaps among young people can be reduced through formal education, in the case of professionally active people this is possible mainly through participation in informal and non-formal education. In the light of the research results, the development of digital competences requires the simultaneous development of cognitive and social competences. Contribution: The article fills a research gap in the field of digital competences of young adults in Poland. Individual digital skills were measured and factors that differentiate their level were identified. It was also indicated which of the identified determinants best predict the risk of digital divide among young adults in Poland, which is the novel factor in the paper.

Massive open online courses (MOOCs) are perceived as emerging technologies for training and innovation in the educational context. They have become approaches for distance education in the face of the new challenges, changes, and crises experienced by the COVID-19 pandemic. They represent, in turn, new emerging opportunities as a response to the United Nations recommendations for open education and the development of sustainable goals. The presence of technologies in the development of educational tasks means that the acquisition of Digital Competences (DC) by teachers and students in training goes beyond the mere mastery of content and teaching methodologies. The research presented aims to analyze the educational possibilities of T-MOOCs for the development of DC in teachers, and as resources that favor autonomous and collaborative learning in innovative scenarios. The study sample is made up of 313 students of the Primary Education Degree at the University of Seville (Spain). For this purpose, two online questionnaires (Google Forms) were applied at the beginning of the course: the Digital Teaching Competence Questionnaire (DigCompEdu), and the Content Questionnaire: Digital Resources and Digital Pedagogy. The results obtained show that the students’ level of both digital competences and subject content is low to medium, so that training in educational technology is required for the acquisition of key digital competences. Based on the data obtained, the following actions are proposed: (a) The concretion of the contents structured by means of a learning guide and e-activities to be developed by the student body, taking into account the United Nations guidelines with regard to the Development of Sustainable Objectives; (b) The creation of a training and innovative environment under the T-MOOC architecture, based on open and distance learning due to the current health situation of COVID-19, which, on the one hand, empowers students to use digital tools, and on the other hand, facilitates the acquisition of the SDGs; and (c) The evaluation of the T-MOOC designed as a resource for autonomous, collaborative, guided learning in emerging contexts in which technologies and educational innovation play an important role for sustainable development.

The COVID-19 pandemic compelled teachers to develop skills to continue the education process remotely; massive open online courses (MOOCs) were one of the most effective strategies. This research aimed to identify the personal and institutional factors that facilitate or hinder completion of a MOOC. A quantitative, exploratory, cross-sectional study was conducted, with a nonprobability sample of 1,277 teachers. Descriptive and logistic regression analyses were performed with data from a self-assessment and a survey taken by participants enrolled in MOOCs on digital competence. The findings show that participants’ level of digital competence is not a determining factor for completion of these courses, and course completion is facilitated by factors like personal interest and professional development but hindered by the technology platform and time availability. Gender, years of ICT use, and participants’ view of the courses were also identified as significant factors. These results can provide guidance for professional development initiatives to promote conditions that support the completion of this type of course.

The present paper examines the implementation of a massive open online course and project-based learning to develop the digital competences of preservice teachers. The course design was based on the Digital Competence Framework for Citizens. The study evaluates the effectiveness of the implemented massive open online course and project-based learning in developing digital competences and assesses student satisfaction with these methods. A total of 166 students participated in the study during two academic years. The massive open online course and project assignments are compulsory components of the ICT in Education course. Students completed the massive open online course in an online classroom and demonstrated basic knowledge and understanding by achieving a passing grade. Through project-based learning, they developed digital competences at higher cognitive levels. At the end of the academic year, anonymised student feedback was collected on satisfaction with the lessons delivered, the support received from the mentors, the feedback received, and assessment through the massive open online course and project-based learning. The results indicate significant progress in digital skills, especially in digital educational content creation. The study also revealed high levels of student satisfaction with the lessons delivery, mentor support and feedback. The students rated the assessment through projectbased learning positively, indicating the effectiveness of this method. Recommendations are made for improving training and promoting digital competences of students. The study contributes to understanding the importance of integrating digital literacy into educational programmes and provides guidelines for developing effective approaches to promote digital literacy, which is essential for preparing students for future professional challenges and active citizenship in a technologically advanced world.

The purpose of the article is to describe the trainings implemented as part of the project “E-Active Residents of the Kuyavian-Pomeranian and Łodź Voivodeships” and to present the results of partial assessment of the level of digital competence of 75 training groups (837 participants) recruiting from selected municipalities of the Kuyavian-Pomeranian Voivodeship (Aleksandrow Kujawski, Chelmza, Lipno, Lubanie, Radziejow, Stolno, and Śliwice). The project is implemented as part of the Digital Poland Operational Program for 2014–2020 by the Pluznica Commune Development Association in partnership with the Polish Ministry of Digital Affairs and the Foundation of Active Development Initiatives. The authors limit themselves to presenting results of 75 trainings only in the municipalities of the Kuyavian-Pomeranian Voivodeship, in which they had conducted the trainings on their own, in the capacity of certified instructors of digital competences, in the period of December 2018 – end of June 2019. Each participant of the training was obliged to take a pre-test consisting in 10 single-choice questions, that verified his digital competences (like use of search engines, digital resources, e-administration services, tools of cybersecurity). At the end of the training (consisting of the lecture with the presentation of tools) each participant had to solve the post-test to validate his knowledge (again, 10 single-choice questions with the pass threshold score of 75% of correct answers). Comparing the results of both tests, the authors of this article assessed the level of digital competence of participants’ group before and after the trainings. The conducted analyses proved that all the training groups increased their levels of digital competences. In the case of almost 55% of groups, an increase by one level was evidenced (51% for average to high competences, and 4% for low to average competences), and in the case of 35% of groups — by two levels (from low to high competences). Slightly above 10% of groups increased their already high level of competences that was featured initially. The obtained results are the evidence of the high effectiveness of the trainings. In their final outcome, as much as 72 training groups increased their initial levels of digital competences to the high level, and 3 to the average level. There was no group reported with a drop in the level of competences. The results of analyses indicate high effectiveness of the trainings conducted within the scope of the “E-Active Residents of the Kuyavian-Pomeranian and Łodź Voivodeships” project – at least with respect to the Kuyavian-Pomeranian Voivodeship. A large number of participants featuring average and low digital competences (89% before the training and 96% after the trainings) may be evidence for the unsatisfactory level of digital competences in Poland. On the other hand, a relatively high interest in the trainings among the seniors (aged 61 or older), may indicate that there is still a considerable need in Poland for initiating actions countering the digital exclusion.

This full paper in the Innovative Practice Category presents an approach to anchor Massive Open Online Course (MOOC) contents in higher education. We are particularly interested in how a MOOC can be included in a course design that supports critical discourse in a transformative, significant learning framework. In a regular university course on digital transformations in society, an integration online event was organized halfway through a MOOC phase. The MOOC replaced lectures for 5 weeks, with the event happening in the middle of this phase. The event drew on the flipped classroom concept, but focused more on reflection rather than problem solving. More than 170 students participated in the online event to discuss critical questions based on MOOC topics and their experience while learning with the MOOC. In both cases, participants first discussed in smaller groups of three, before they met in six large groups moderated by researchers. The individual discussion contributions were documented simultaneously in a collaborative online tool by representatives from each group. Additionally, moderators took notes of the discussion processes. In the discussion round on learning, groups shared significant events in learning with the MOOC, aspects that facilitated their learning and areas of improvement regarding the MOOC platform. We further asked students about digital competencies they needed to navigate the MOOC as well as competencies they gained in learning with it. We evaluated student contributions on learning with the MOOC in a qualitative content analysis. Our evaluation hints at the interpersonal atmosphere in the discussion groups and at didactic caveats. A tentative research gap may be inferred from students' difficulty in exploring significant events: The MOOC enabled self-paced learning, but in itself may not thoroughly facilitate transformative learning and communicative competency. Concerning digital competencies, the majority of student responses refer to technical competency as essential for working with the MOOC. Many student responses point to critical thinking as the primary promoted competency. These responses correspond to the reflective depth of essays students wrote after the MOOC phase. In the final feedback on the online event, students particularly valued the interactive approach taken, the interesting discussions and the mix of didactic methods in the online event.

Introduction. The process of digital transformation of modern education largely depends on the digital competence of students. The relevance of the study of digital competence of students is determined by the broad involvement of young people in the use of digital educational technologies, the lack of a holistic view of the cognitive sphere of representatives of the "digital generation", the lack of empirical data on the integrative cognitive characteristics of students with different levels of digital competence. The purpose of this study is to study the relationship of indicators and types of digital competence with cognitive-style and metacognitive characteristics in schoolchildren and students. Materials and methods. The study involved students of secondary schools and university students living in St. Petersburg, Moscow, Yekaterinburg, Novosibirsk (total sample: N=631). To diagnose digital competence, the method "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To diagnose the characteristics of the cognitive sphere, the following methods were used: "Style of thinking" (A.K. Belousova), "Method of diagnosing the stylistic parameters of learning" (A. Salomon, R. Felder), "Metacognitive skills in the structure of educational and professional activity" (E.G. Denisova). Comparative and correlation analyses were used for statistical data processing. Results. The study revealed similarities in the overall level of digital competence of schoolchildren (N=281) and students (N=350), with a higher level of technical competence of school students (p ≤ 0.002) and a higher level of knowledge and skills of students in the field of practical application of digital technologies: in working with digital information (p ≤ 0.004), in online communication (p ≤ 0.002). in the use of the Internet for consumer purposes (p ≤ 0.005). Universal and specific cognitive-stylistic and metacognitive characteristics of young people with different indicators of digital competence were found. Universal characteristics include thinking styles that manifest themselves in orientation to selection, evaluation, meaning transfer and implementation in working with information. The features of subjects with a high level of digital competence are revealed: students of this subgroup, in comparison with students with a low level of digital competence, have a pronounced preference for an active learning style strategy (Uemp = 1012; p ≤ 0.0009), orientation to generating ideas in the process of joint solution of mental tasks (Uemp = 1145.5; p ≤ 0.01); students of this subgroup, in comparison with students with a low level of digital competence, are characterized by a combination of active and visual style strategies, the use of metacognitive skills in educational activities (Uemp = 1613; p ≤ 0.04). Conclusion. The study contributes to the understanding of the integrative cognitive characteristics of students with different levels of digital competence. The results obtained indicate the need to include in the programs for the development of digital competence of students of schools and universities activities aimed at the formation of metacognitive skills, and their implementation in conditions of joint educational activities.

The present study analyses the effect of an educational program on the digital competence (DC) level of 126 sixth-grade students from three schools in a mid-sized urban area of Spain, based on the DigComp framework, which defines five areas: information and data literacy, communication and collaboration, digital content creation, safety, and problem solving. A validated questionnaire was applied to analyse the students’ DC level before and after the educational program. Findings reveal improvements in all DC areas, except area 5. The gender variable was analysed, revealing that female students outperformed male students after the program developed. Results suggest that more educational initiatives and further research are necessary to train students in digital literacy and to study the factors contributing to gender differences. In this context, this work provides practitioners with a set of open-access resources, experimentally validated for their effectiveness in enhancing students’ DC.

This chapter analyzes the instructional quality and learning design of different categories of online courses and their history, with a special focus on massive open online courses (MOOCs). Online courses have a long tradition that has gained public attention, broad interest, and huge numbers of participants thanks to the introduction of free MOOCs accessible online for all interested learners worldwide. In this chapter, we first define MOOCs, their characteristics, and history. Afterward, theoretical frameworks and practical instruments and tools based on scientific research are presented. From the beginning, the quality of MOOCs (and of online courses in general) has been debated. That led to discussions about the learning design and outcomes of MOOCs, which we introduce in the next section. Key research findings and practical validated instruments for designing and evaluating MOOCs (and online courses in general) are presented. Then following, the key benefits of MOOCs and the main arguments and scenarios for their usage are summarized. Based on our analysis of the research results, practices, and standards, a framework for categories and types of (massive open) online courses is proposed, called the typologies of online courses (TOC) framework. As part of the global community for open educational resources (OER) and in combination with the UNESCO recommendation on OER, MOOCs can play a significant role in achieving the SDG4 of the United Nations: inclusive and equitable quality education for all. This is true in particular during times of public lockdowns, such as during the ongoing COVID-19 pandemic.

This chapter analyzes the instructional quality and learning design of different categories of online courses and their history, with a special focus on massive open online courses (MOOCs). Online courses have a long tradition that has gained public attention, broad interest, and huge numbers of participants thanks to the introduction of free MOOCs accessible online for all interested learners worldwide. In this chapter, we first define MOOCs, their characteristics, and history. Afterward, theoretical frameworks and practical instruments and tools based on scientific research are presented. From the beginning, the quality of MOOCs (and of online courses in general) has been debated. That led to discussions about the learning design and outcomes of MOOCs, which we introduce in the next section. Key research findings and practical validated instruments for designing and evaluating MOOCs (and online courses in general) are presented. Then following, the key benefits of MOOCs and the main arguments and scenarios for their usage are summarized. Based on our analysis of the research results, practices, and standards, a framework for categories and types of (massive open) online courses is proposed, called the typologies of online courses (TOC) framework. As part of the global community for open educational resources (OER) and in combination with the UNESCO recommendation on OER, MOOCs can play a significant role in achieving the SDG4 of the United Nations: inclusive and equitable quality education for all. This is true in particular during times of public lockdowns, such as during the ongoing COVID-19 pandemic.

Introduction. The process of digitalization of school education largely depends on the level of digital competence of teachers. The relevance of the study of digital competence of teachers is determined by several factors: the rapid development of digital tools and directions of digitalization of education; heterogeneity of the teaching staff, which is manifested in various results of empirical research. The purpose of the article: to investigate the level of digital competence of teachers of the Lipetsk region at the present stage, taking into account professional specifics. Materials and methods. The digital competence of a teacher is considered in the study at the general user and professional levels. To study the general user aspect of the teacher's digital competence, the methodology "Digital Competence Index" was used (G.U. Soldatova, T.A. Nestik, E.I. Rasskazova, E.Y. Zotova). To assess the professional level of digital competence of a teacher, the study used the test "Digital competencies of a teacher", developed by the Yandex platform "I am a teacher". Also, as part of the study, respondents were surveyed to identify obstacles and limitations that teachers face today when using digital tools in education. The study was conducted in March-April 2022. The study sample consisted of 268 school teachers of the Lipetsk region and students of the I.A. Bunin Yelets State University. Microsoft Office Excel, Statistical Package for the Social Sciences (SPSS) version 26 programs were used to process the results. The Kruskal-Wallis criterion was used for statistical data processing. Results. The study showed that Russian teachers have a fairly high level of digital competence: the general user level of digital competence of the participants of the entire sample has an average value of 40 points, while the professional level is 54 points. The digital gap is revealed between teachers whose teaching experience is less than 20 years, and teachers with more than 21 years of experience. The professional specialization of a teacher affects his digital competence. Teachers of physics and mathematics (44 points) and natural science (40 points) disciplines have the most developed general user level of digital competence. These indicators are significantly lower for teachers of humanities (37 points) and primary school (34 points). At the same time, the professional level of digital literacy among all teachers is approximately the same. The study found that male teachers have more advanced digital skills than female teachers. The conclusion that there was no digital gap between rural and urban school teachers has a positive significance. Сonclusion. The digital competence of a teacher at the general user and professional levels is empirically investigated, including in the context of factors of seniority, gender, professional specialization, territorial affiliation of the school. The results of the study can be used in the design of educational programs of disciplines and advanced training courses on the use of digital tools in the educational process of the school.