Digital Competences and Completion Rates in MOOCs: A Study on Energy Sustainability Courses

What is this article about?

This article explains the influence of participants’ digital competences on their likelihood of completing MOOCs, based on a study involving over 123,000 users enrolled in 12 MOOCs about energy sustainability. Romero-Rodríguez, Ramírez-Montoya, and Valenzuela-González examine correlations between self-declared digital skills and course completion rates, while also assessing whether these courses enhance digital competence.

Why is it important?

This study reveals that digital competence is a strong predictor of course completion, even more than other socio-demographic variables. It also confirms that MOOCs do not significantly improve digital skills, particularly when the subject matter is unrelated to digital literacy. The findings support better design of technology-enhanced learning and educational equity initiatives.

Key Findings

1. Digital competence predicts course success

• Positive correlation between self-reported digital skills and MOOC completion

• Participants with higher initial competence completed courses at significantly higher rates

2. MOOCs don’t improve digital skills

• No substantial gain in digital competences was recorded post-course

• The energy-focused content lacked integration of digital skill development activities

3. Interaction and information skills matter most

• According to the European Commission’s DigComp 2.0, communication and information skills were critical

• Other areas like safety and problem-solving had minimal impact on completion

4. Age and gender influence competence levels

• Users aged 20–50 showed highest digital skill levels

• Men scored slightly higher than women in both pre- and post-tests

Methodology

• Participants: 123,124 MOOC users on edX and MexicoX

• Validated surveys (pretest n = 9,075; post-test n = 6,029)

• Framework: Digital Competence Framework 2.0 (EC, 2019)

• Correlation analyses using SPSS, exploratory factor analysis, Cronbach’s α > 0.84

Practical Implications

• Digital competence training should be integrated into MOOCs to enhance both completion and digital literacy

• Instructional design should align with DigComp 2.0 domains

• Ideal for designers of online learning environments and educational policymakers

FAQs

Q: What digital skills are most important in MOOCs?
A: Information retrieval and online interaction skills were the strongest predictors of success.

Q: Can MOOCs improve digital literacy?
A: Not by default. If digital skills aren’t part of the learning objectives, they don’t improve significantly.

Q: What is the study’s main contribution?
A: It confirms that digital competence is key to course completion, not just to enrollment or engagement.

Q: Should MOOC designers care about digital skills?
A: Yes. Incorporating digital literacy elements can support student success and bridge the digital divide.