Competencia digital y factores que influyen en la participación de docentes en cursos virtuales masivos

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.