Factores determinantes de la lealtad y la finalización en MOOCs para el desarrollo profesional del profesorado: un modelo integrado de aceptación tecnológica

José Luis Arquero Montaño; Carmen Fernández-Polvillo; Esteban Romero-Frías; Salvador del Barrio-García

doi:10.6018/reifop.637491

Autores/as

José Luis Arquero Montaño Universidad de Sevilla
Carmen Fernández-Polvillo Universidad de Sevilla https://orcid.org/0000-0002-6979-6946
Esteban Romero-Frías Universidad de Granada https://orcid.org/0000-0003-2205-3560
Salvador del Barrio-García Universidad de Granada https://orcid.org/0000-0002-6144-0240

DOI: https://doi.org/10.6018/reifop.637491

Palabras clave: desarrollo profesional del profesorado, modelo de aceptación, MOOC, Ansiedad

Resumen

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 aceptación de 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.

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Biografía del autor/a

José Luis Arquero Montaño, Universidad de Sevilla

Profesor titular de Universidad, Dpto. Contabilidad y Ec. Financiera

Visiting Research Fellow, Sheffield Hallam University

Editor de EDUCADE (Revista de Educación en Contabilidad, Finanzas y Administración de Empresas)

Autor de numerosos trabajos en el área de educación en contabilidad y administración de empresas

Carmen Fernández-Polvillo, Universidad de Sevilla

Profesora contratada doctora, su área de investigación principal es accounting & finance education, en la que ha publicado trabajos de impacto. Es profesora de Finanzas y del MasterUniversitario en Formación del Profesorado en la US y en la UNIA.

Esteban Romero-Frías, Universidad de Granada

Catdrático de Economía Financiera y Contabilidad, Director del Medialab UGR - Research Laboratory for Digital Culture and Society, Sus temas de investigación se relacionan con la innovación pública, innovación social, aprendizaje digital, el nuevo paradigma de las Ciencias Sociales y Humanidades Digitales, así como en análisis de redes sociales.

Salvador del Barrio-García, Universidad de Granada

Catedrático de Universidad en el Departamento de Comercialización e Investigación de Mercados desde el 2019, sus líneas de investigación están relacionadas con la comunicación integrada, el comportamiento del usuario online, el marketing turístico y la comunicación croscultural. Ha sido profesor visitante en McCombs School of Business (University of Texas at Austin) y profesor invitado en Burgundy Business School (Dijon), Universidad Austral de Chile y Universidad San Andrés (Argentina).Autor de numerosos trabajos de investigación publicados en revistas y editoriales de prestigio..

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