Contribution: This article analyzes the correlation between users’ digital competencies and their tendencies to successfully complete energy sustainability massive online open courses (MOOCs). In addition to reviewing whether digital competencies are a predictor of the effective completion of the course, this article analyzes whether participants acquire higher levels of digital competence through interaction in the course. Background: Completion rates of MOOCs typically range between 5% and 8%, with respect to registered participants. According to the literature, low rates may be due to factors such as students’ lack of motivation or digital competence limitations. Research Questions: RQ1: Is there a correlation between the level of digital competence declared by the participants and their tendency to successfully complete the MOOC? RQ2: Does participation in a MOOC improve participants’ digital competencies? Methodology: Two surveys, one pretest and one post-test (before and after the MOOCs), were applied to assess the digital competence levels of the participants. The total population of participants in the 12 MOOCs was 123 124 unique users, from which 9075 participants (pretest)—7.37% of the universe—and 6029 participants (post-test)—35.70% of the universe—were extracted as a sample. To determine its internal consistency, an exploratory factorial analysis was performed on both instruments and a Cronbach’s alpha greater than 0.8 was obtained in all of its dimensions. Findings: A significant level of moderate to high correlation between the declared levels of digital competence and the trend toward successful completion of the MOOCs under study was observed. However, a significant increase was not demonstrated in the levels of digital competence acquired in the interaction with MOOCs. Conclusions: The level of digital competence of a participant in a MOOC was a valid predictor of their tendency to finish it. Although no increase in the levels of digital competence acquired through MOOCs was demonstrated, this may be because the subject matter of the MOOCs was alien to the indicators and dimensions of the digital competence. Further research could analyze the effectiveness of MOOCs in terms of digital competition at the acquired levels of competition.

中文翻译：

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数字能力在 MOOC 完成率中的发生率：能源可持续性课程的案例研究

贡献：本文分析了用户的数字能力与其成功完成能源可持续性大规模在线公开课程（MOOC）的倾向之间的相关性。除了回顾数字能力是否是有效完成课程的预测因素外，本文还分析了参与者是否通过课程中的互动获得了更高水平的数字能力。背景：就注册参与者而言，MOOC 的完成率通常在 5% 到 8% 之间。根据文献，低比率可能是由于学生缺乏动力或数字能力限制等因素造成的。研究问题： RQ1：参与者宣称的数字能力水平与其成功完成 MOOC 的倾向之间是否存在相关性？RQ2：参加 MOOC 是否会提高参与者的数字能力？方法：采用两项调查，一项前测和一项后测（MOOC 之前和之后）来评估参与者的数字能力水平。12 个 MOOC 的参与者总人口为 123 124 个独立用户，从中抽取了 9075 名参与者（前测）——占全域的 7.37%——和 6029 名（后测）——占全域的 35.70%——作为样本。为了确定其内部一致性，对两种工具进行了探索性因子分析，并在其所有维度上获得了大于 0.8 的 Cronbach α。结果：观察到数字能力的申报水平与成功完成所研究的 MOOC 的趋势之间存在显着的中到高度相关性。然而，在与 MOOC 互动中获得的数字能力水平没有显着提高。结论：MOOC 参与者的数字能力水平是他们完成它的趋势的有效预测指标。虽然没有证明通过 MOOC 获得的数字能力水平有所提高，但这可能是因为 MOOC 的主题与数字能力的指标和维度不同。进一步的研究可以分析 MOOC 在获得的竞争水平上的数字竞争方面的有效性。虽然没有证明通过 MOOC 获得的数字能力水平有所提高，但这可能是因为 MOOC 的主题与数字能力的指标和维度不同。进一步的研究可以分析 MOOC 在获得的竞争水平上的数字竞争方面的有效性。虽然没有证明通过 MOOC 获得的数字能力水平有所提高，但这可能是因为 MOOC 的主题与数字能力的指标和维度不同。进一步的研究可以分析 MOOC 在获得的竞争水平上的数字竞争方面的有效性。