Evaluation of university t-MOOC on teaching digital competences through expert judgment according to the DigCompEdu Framework

Abstract

MOOCs are configured as one of the technologies that in recent times have been gaining ground in the educational field as new approaches in distance education, increasing their presence in educational institutions and the level of research and publications that revolve around these developments technological. Specifically, this research focused on the task-based t-MOOC. The evaluation of a t-MOOC carried out for the development of digital competences (DigCompEdu model) of university teachers is presented through the judgment of experts. 172 experts participate in its evaluation, obtaining an expert competence index equal to or greater than 0.9. The scores achieved allow us to indicate that the experts valued the t-MOOC very positively, both jointly and individually. Likewise, the study shows the significance of the Expert Competence Coefficient (ECC) when it comes to discriminating in a more adequate and justified way the selection of experts. For this reason, we reflect on the didactic possibilities of this type of technology in the new educational settings.