User-Centered Design Strategies for Massive Open Online Courses

User-Centered Design

Strategies for Massive

Open Online Courses

(MOOCs)

Ricardo Mendoza-Gonzalez

Instituto Tecnologico de Aguascalientes, Mexico

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• Digital Divide in Education

• Social Media Effects on Education

• K-12 Educational Technologies

• Hybrid Learning

• Virtual School Environments

• Bring-Your-Own-Device

• Online Media in Classrooms

• E-Learning

• Educational Telecommunications

• Higher Education Technologies

Coverage

Education has undergone, and continues to undergo, immense changes in the way it is enacted and

distributed to both child and adult learners. From distance education, Massive-Open-Online-Courses

(MOOCs), and electronic tablets in the classroom, technology is now an integral part of the educational

experience and is also affecting the way educators communicate information to students.

The Advances in Educational Technologies & Instructional Design (AETID) Book Series is a re￾source where researchers, students, administrators, and educators alike can find the most updated research

and theories regarding technology’s integration within education and its effect on teaching as a practice.

Mission

ISSN: 2326-8905

EISSN: 2326-8913

Lawrence A. Tomei

Robert Morris University, USA

Advances in Educational

Technologies and Instructional

Design (AETID) Book Series

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Handbook of Research on Estimation and Control Techniques in E-Learning Systems

Vardan Mkrttchian (HHH University, Australia) Alexander Bershadsky (Penza State University, Russia) Alexander

Bozhday (Penza State University, Russia) Mikhail Kataev (Tomsk State University of Control System and Radio

Electronics, Russia) and Sergey Kataev (Tomsk State Pedagogical University, Russia)

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Handbook of Research on Active Learning and the Flipped Classroom Model in the Digital Age

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Handbook of Research on Applied Learning Theory and Design in Modern Education

Elena Railean (European University of Moldova, Moldova) Gabriela Walker (University of South Dakota, USA)

Atilla Elçi (Aksaray University, Turkey) and Liz Jackson (University of Hong Kong, Hong Kong)

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Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses

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Ntuli (Idaho State University, USA) and Cynthia Agyeman (Ohio University, USA)

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Intelligent Design of Interactive Multimedia Listening Software

Vehbi Turel (Bingol University, Turkey)

Information Science Reference • copyright 2015 • 448pp • H/C (ISBN: 9781466684997) • US $215.00 (our price)

Utilizing Virtual and Personal Learning Environments for Optimal Learning

Krista Terry (Appalachian State University, USA) and Amy Cheney (Appalachian State University, USA)

Information Science Reference • copyright 2016 • 375pp • H/C (ISBN: 9781466688476) • US $185.00 (our price)

Handbook of Research on Individual Differences in Computer-Assisted Language Learning

Mehrak Rahimi (Shahid Rajaee Teacher Training University, Iran)

Information Science Reference • copyright 2015 • 571pp • H/C (ISBN: 9781466685192) • US $325.00 (our price)

Fuzzy Logic-Based Modeling in Collaborative and Blended Learning

Sofia J. Hadjileontiadou (Hellenic Open University, Greece) Sofia B. Dias (Universidade de Lisboa, Portugal)

José A. Diniz (Universidade de Lisboa, Portugal) and Leontios J. Hadjileontiadis (Aristotle University of Thes￾saloniki, Greece)

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Editorial Advisory Board Members

Antonio Silva Sprock, Universidad Central de Venezuela, Venezuela

Miguel A. García-Ruiz, Algoma University, Canada

Miguel Vargas Martin, University of Ontario Institute of Technology, Canada

César Alberto Collazos Ordoñez, Universidad del Cauca, Colombia

María de Lourdes Yolanda Margain Fuentes, Universidad Politécnica de Aguascalientes, Mexico

Josefina Guerrero García, Benemérita Universidad Autónoma de Puebla, Mexico

Jaime Muñoz Arteaga, Universidad Autónoma de Aguascalientes, Mexico

List of Reviewers

Huizilopoztli Luna-García, Universidad Autónoma de Zacatecas, Mexico

Alfredo Mendoza-González, Universidad Autónoma de Aguascalientes, Mexico

Marina Muñoz Serna, Universidad Autónoma de Zacatecas, Mexico

Mario A. Rodríguez Díaz, Instituto Tecnológico de Aguascalientes, Mexico

Table of Contents

Preface................................................................................................................................................. xvi

Acknowledgment..............................................................................................................................xxiii

Section 1

Fostering Social Learning with MOOCs: Perspectives and MOOCs Applications

Oriented to Promote Social Learning Among People

Chapter 1

Facilitating Student Interaction and Collaboration in a MOOC Environment ....................................... 1

Stein Brunvand, University of Michigan-Dearborn, USA

Chapter 2

Users’ Digital Competences Study to Design MOOCs for Digital Literacy in Mexico ....................... 15

Ricardo Mendoza-Gonzalez, Instituto Tecnológico de Aguascalientes, Mexico

Laura C. Rodríguez-Maríinez, Instituto Tecnológico de Aguascalientes, Mexico

Mario A. Rodríguez-Díaz, Instituto Tecnológico de Aguascalientes, Mexico

Chapter 3

MOOCs and Multiple Learning Styles................................................................................................. 30

Sandra Jiménez González, Universidad Politécnica de Aguascalientes, Mexico

Ricardo Mendoza-González, Instituto Tecnologico de Aguascalientes, Mexico

Laura C. Rodriguez-Martinez, Instituto Tecnológico de Aguascalientes, Mexico

Mario Rodríguez-Díaz, Instituto Tecnológico de Aguascalientes, Mexico

Section 2

Designing Interactions for MOOCs: Strategies, Studies and Methods to Define Starting

Points for Well Designed MOOCs’ Interactions

Chapter 4

Identifying Parent’s Security Requirements for Web Filtering in MOOCs for Kids............................ 48

Juanita Avila Sánchez, Procuraduría General de Justicia de Aguascalientes, Mexico

Ricardo Mendoza González, Instituto Tecnológico de Aguascalientes, Mexico

Chapter 5

Finding the Design Basic for MOOCs: Analyzing the UIs of edX, Coursera, and Udacity................. 67

Sandra G. Jiménez-González, Universidad Politécnica de Aguascalientes, Mexico

Huizilopoztli Luna-García, Universidad Autónoma de Zacatecas, Mexico

Ricardo Mendoza-González, Instituto Tecnologico de Aguascalientes, Mexico

Chapter 6

Online Community-Based Practices for Massive Open Online Courses (MOOCs) at Open

Universities Australia: A Case Study.................................................................................................... 83

Mandi Axmann, Open Universities, Australia

Ren Atkins, Open Universities, Australia

Chapter 7

Using Design Patterns to Incorporate Usability in Notifications from MOOCs .................................. 99

Ricardo Mendoza-González, Instituto Tecnológico de Aguascalientes, Mexico

Section 3

Inclusive MOOCs: Exploring Some Alternatives to Design Inclusive MOOCs for

Diverse Users

Chapter 8

Design, Implementation and Evaluation of MOOCs to Improve Inclusion of Diverse Learners....... 115

Sandra Sanchez-Gordon, National Polytechnic School of Ecuador, Ecuador

Sergio Luján-Mora, University of Alicante, Spain

Chapter 9

Addressing Accessibility of MOOCs for Blind Users Hearing Aid for Screen Orientation .............. 142

Teresita de Jesús Álvarez Robles, Universidad Veracruzana, México

Alfredo Mendoza González, Universidad Juárez Autónoma de Tabasco, México

Alma Rosa García Gaona, Universidad Veracruzana, México

Francisco Alvarez Rodríguez, Universidad Autónoma de Aguascalientes, México

Chapter 10

Enabling MOOCs’ Usage to Mild and Moderate Intellectual Disabled Users: An Approach to

Enhance Mobile Interfaces ................................................................................................................. 157

Alfredo Mendoza González, Universidad Juarez Autónoma de Tabasco, México

Francisco Alvarez Rodríguez, Universidad Autónoma de Aguascalientes, México

Section 4

Evaluation Strategies for MOOCs: Describing Some Proposals for Students Evaluation

in MOOCs

Chapter 11

Automatic Item Generation for Elementary Logic Quizzes via Markov Logic Networks................. 177

Davor Lauc, University of Zagreb, Croatia

Nina Grgić Hlača, University of Zagreb, Croatia

Sandro Skansi, Infigo IS, Croatia

Chapter 12

An Elastic Platform for Large-scale Assessment of Software Assignments for MOOCs

(EPLASAM) ....................................................................................................................................... 187

Michael Walker, Vanderbilt University, USA

Douglas C. Schmidt, Vanderbilt University, USA

Jules White, Vanderbilt University, USA

Section 5

Future Trends and Applications: Analyzing Some Future Venues to Enhance

Interaction and Applications of MOOCs

Chapter 13

The Role of Virtual Worlds for Enhancing Student-Student Interaction in MOOCs ......................... 208

Rosa Reis, Instituto Superior de Engenharia do Porto, Portugal

Paula Escudeiro, Instituto Superior de Engenharia do Porto, Portugal

Chapter 14

Towards a Gamification Design Process for Building Engaging MOOCs......................................... 222

Aikaterini Kalogeraki, Open University of Cyprus, Cyprus

Chapter 15

Use of Augmented Reality a New Vision on the Massive Open Online Courses .............................. 254

Julio Ponce, Universidad Autonoma de Aguascalientes, México

Francisco Ornelas, Universidad Politecnica de Aguascalientes, México

Francisco Álvarez, Universidad Autonoma de Aguascalientes, México

Beatriz Toscano, Universidad Autonoma de Nayarit, México

Chapter 16

Therapy Reports through a Supervision Model using MOOCs.......................................................... 272

Raúl Alejandro Gutiérrez García, Universidad Politecnica de Aguascalientes, Mexico

Kalina Isela Martínez Martínez, Universidad Autonoma de Aguascalientes, Mexico

Karina Elizeth Armas de Santos, Universidad Politecnica de Aguascalientes, Mexico

José Antonio Saldivar Cervantes, Universidad Politecnica de Aguascalientes, Mexico

María Abigail Paz Pérez, Universidad Politecnica de Aguascalientes, Mexico

Compilation of References ............................................................................................................... 287

About the Contributors.................................................................................................................... 315

Index................................................................................................................................................... 321

Detailed Table of Contents

Preface................................................................................................................................................. xvi

Acknowledgment..............................................................................................................................xxiii

Section 1

Fostering Social Learning with MOOCs: Perspectives and MOOCs Applications

Oriented to Promote Social Learning Among People

Chapter 1

Facilitating Student Interaction and Collaboration in a MOOC Environment ....................................... 1

Stein Brunvand, University of Michigan-Dearborn, USA

Collaborative learning facilitatesthe clarification ofideas, provides accessto peer-feedback and promotes

the sharing of diverse and alternate perspectives (Stacey, 2007). Guardia, Maina and Sangra (2013)

identified collaborative learning as a key design principle for MOOCs and the interactions facilitated

through this kind of learning are often considered to be as valuable as the direct instruction provided by

the teacher (Stewart, 2013). This chapter explores a variety of technologies and pedagogical approaches

that can be employed in a MOOC environment to promote collaboration and student interaction. Benefits

and drawbacks of these strategies are considered in order to help guide decisions about the instructional

design of MOOCs.

Chapter 2

Users’ Digital Competences Study to Design MOOCs for Digital Literacy in Mexico ....................... 15

Ricardo Mendoza-Gonzalez, Instituto Tecnológico de Aguascalientes, Mexico

Laura C. Rodríguez-Maríinez, Instituto Tecnológico de Aguascalientes, Mexico

Mario A. Rodríguez-Díaz, Instituto Tecnológico de Aguascalientes, Mexico

Severalgovernmentprogramsorientedtocontribute inreducingdigitaldividegapshave emerge inMexico,

particularly in Stateslike Jalisco, Nayarit, Nuevo Leon, Veracruz, and Aguascalientes. However, current

alternatives have certain weaknesses and issues that should be solved in order to provide appropriate

literacy. To contribute in achievement of this goal, here is proposed an alternative to conform a strategy

based on Massive Open Online Courses (MOOCs). First, a study was performed to establish the actual

level of digital competences of current program users, and then obtained feedback was considered to

structure the contents to offer through the MOOCs. This study was performed in the Aguascalientes

state government program Vagones de Ciencia.

Chapter 3

MOOCs and Multiple Learning Styles................................................................................................. 30

Sandra Jiménez González, Universidad Politécnica de Aguascalientes, Mexico

Ricardo Mendoza-González, Instituto Tecnologico de Aguascalientes, Mexico

Laura C. Rodriguez-Martinez, Instituto Tecnológico de Aguascalientes, Mexico

Mario Rodríguez-Díaz, Instituto Tecnológico de Aguascalientes, Mexico

Massive Online Open Courses are a recent trend in distance learning promoted by several prestigious

universities. They have drastically changed the way we learn as well as how we teach. The main aim of

MOOCsisto provide newopportunitiesto amassive number oflearnersto attend free online coursesfrom

anywhere all over the world. MOOCs provide open learning. It has been found that the current model of

open learning suffers from some limitations, and one of these limitations is the lack of personalization.

A way to provide personalization into open learning is through learning style theory. The learning style

theory is considered and,specifically, the Felder and Silverman model isselected to identify the learning

styles and provide the required adaptation.

Section 2

Designing Interactions for MOOCs: Strategies, Studies and Methods to Define Starting

Points for Well Designed MOOCs’ Interactions

Chapter 4

Identifying Parent’s Security Requirements for Web Filtering in MOOCs for Kids............................ 48

Juanita Avila Sánchez, Procuraduría General de Justicia de Aguascalientes, Mexico

Ricardo Mendoza González, Instituto Tecnológico de Aguascalientes, Mexico

This work investigatesthe challenges and concernsfaced when usersset up and use web filtering systems

for children, and identifies those changes, in the configuration interface and notifications, that could

improve the users’ experience and satisfaction. The findings of this study derived from the perception of

one hundred parents on the usability of ten web filtering systems. The obtained results could represent

a convenient starting point for further design-strategies oriented to facilitate the user-centered design in

order to get web filtering systems easy to interpret and understand, thus helping to reduce configuration

errors that create gaps in the safety of kids when using MOOCs and their integrated social tools.

Chapter 5

Finding the Design Basic for MOOCs: Analyzing the UIs of edX, Coursera, and Udacity................. 67

Sandra G. Jiménez-González, Universidad Politécnica de Aguascalientes, Mexico

Huizilopoztli Luna-García, Universidad Autónoma de Zacatecas, Mexico

Ricardo Mendoza-González, Instituto Tecnologico de Aguascalientes, Mexico

The platforms edX, Coursera, and Udacity are pioneersin MOOCs distribution and access providing and

their popularity among people grows daily. Prestigious universities, such as Massachusetts Institute of

Technology, Harvard, Stanford, Princeton, among others, support their courses, which are conducted by

the best Professors and academic staff. On the other hand, these platforms provide adequate interactions

for users, focusing in encourage the appropriation of knowledge and competences related to specific

topics. User Interfaces include video-lectures display; quizzes; forums; slides, code and many other

resources. However, there are certain interaction features that are not common among these platforms

and undoubtedly could improve the user experience. The objective of this chapter is to highlight those

interactive elements and provide an alternative for well-designed user interfaces for MOOCs including

generic interactions which able usersto properly perform their activities and achieve their learning goals.

The findings will be discussed and then reflected in a prototype.

Chapter 6

Online Community-Based Practices for Massive Open Online Courses (MOOCs) at Open

Universities Australia: A Case Study.................................................................................................... 83

Mandi Axmann, Open Universities, Australia

Ren Atkins, Open Universities, Australia

Free online offerings or massive open online courses (MOOCs) have caused much controversy in

the higher education sector. MOOCs are often criticized for having very low completion rates, not

contributing much to the development of higher order thinking skills, and lacking academic rigor. This

study aimed to investigate the learning elements which would offer students a sense of connection and

deeper understanding of concepts by means of online community-based practices. This chapter reports

on the findings from surveying 3,000 students that enrolled in free online offerings at Open2Study.

Preliminary findings indicated that the learning elements of interaction and complexity rated highest

for student motivation and learner engagement within free online offerings.

Chapter 7

Using Design Patterns to Incorporate Usability in Notifications from MOOCs .................................. 99

Ricardo Mendoza-González, Instituto Tecnológico de Aguascalientes, Mexico

Feedback provided by interactive systems is crucial to ensure a good user experience. In this vein,

notifications represent the most common kind of feedback from interactive systems, such as MOOCs. In

this scenario, notifications from system to users require a special look from designers since three basic

types of interaction/communication converge in MOOCs: User-User; User-Platform (content); User￾group. Every kind of interaction may require a specific mode of notifications, nevertheless it is possible

to extract the basic types of notifications from MOOCs and then specify them into a pattern-based

structure which could be easily incorporated into the systemslife cycle. Thisstrategy may contribute both

to facilitate designers to create well designed notifications for MOOCs and to enhance user experience

through its final application.

Section 3

Inclusive MOOCs: Exploring Some Alternatives to Design Inclusive MOOCs for

Diverse Users

Chapter 8

Design, Implementation and Evaluation of MOOCs to Improve Inclusion of Diverse Learners....... 115

Sandra Sanchez-Gordon, National Polytechnic School of Ecuador, Ecuador

Sergio Luján-Mora, University of Alicante, Spain

This chapter presents accessibility requirementsthat need to be considered in the design, implementation

and evaluation of Massive Open Online Courses (MOOCs) to ensure they are inclusive. Accessibility

requirements take in account particular needs, preferences, skills and situations of diverse learners, e.g.

peoplewith disabilities, elderly people and foreign students.The accessibility needs have to be considered

in the design and implementation of MOOCs’ interfaces, contents and learning/assessment activities.

Due to its open and massive nature, with an adequate implementation, MOOCs can overcome inclusion

barriers for the benefit of potential learners worldwide, both able and disabled. For evaluation, there are

accessibility evaluation tools that identify accessibility problems in the content, semantic and structural

elements of a website that can be used to evaluate the level of accessibility of MOOCs. Additional expert￾based and user-based evaluations are always recommended in order to achieve valid results.

Chapter 9

Addressing Accessibility of MOOCs for Blind Users Hearing Aid for Screen Orientation .............. 142

Teresita de Jesús Álvarez Robles, Universidad Veracruzana, México

Alfredo Mendoza González, Universidad Juárez Autónoma de Tabasco, México

Alma Rosa García Gaona, Universidad Veracruzana, México

Francisco Alvarez Rodríguez, Universidad Autónoma de Aguascalientes, México

The concept of universal access to information society stands for the guaranteed access for all people in

the world to internet services, online learning including. Blind users have been benefited by accessible

tools such as screen readers, auditory interfaces, etc., nevertheless this kind of external software would

not be required if the blind user’s requirements were taking into account since the design process. This

chapter presents a set of guidelines for designing hearing messages that help blind students to navigate

in a MOOC’s interface.

Chapter 10

Enabling MOOCs’ Usage to Mild and Moderate Intellectual Disabled Users: An Approach to

Enhance Mobile Interfaces ................................................................................................................. 157

Alfredo Mendoza González, Universidad Juarez Autónoma de Tabasco, México

Francisco Alvarez Rodríguez, Universidad Autónoma de Aguascalientes, México

The intention of Massive Open Online Courses (MOOCs) is to extend online learning worldwide and to

the most users as possible. Nowadays MOOCs have been used not only by undergraduate and hig-school

students, but also by the elderly and the children. MOOCs have the potential to change the education in a

better way to all people, including off course, the cognitive disabled people. From basic mathematics to

specialized technical courses, MOOCs may enhance the opportunity to have better educational programs

for cognitive disabled users, nevertheless, there are many things to do, about accessibility to guarantee

a delightful user experience. This chapter introduces a new perspective to design inclusive MOOCs’

interfaces.

Section 4

Evaluation Strategies for MOOCs: Describing Some Proposals for Students Evaluation

in MOOCs

Chapter 11

Automatic Item Generation for Elementary Logic Quizzes via Markov Logic Networks................. 177

Davor Lauc, University of Zagreb, Croatia

Nina Grgić Hlača, University of Zagreb, Croatia

Sandro Skansi, Infigo IS, Croatia

Theaimofthischapteristopresentanexampreparationsystemdesignedtogenerate examsforpropositional

logic. The main challenge wasto determine a filter to single out relevant problems. An expert assessment

was used to generate initial learning data for Markov Logic Network and then the result was analyzed

in terms of evaluation conducted on students. The results point out that there is no significant difference

(p-value of 0.2708) between problems prepared by a human examiner and problems generated.

Chapter 12

An Elastic Platform for Large-scale Assessment of Software Assignments for MOOCs

(EPLASAM) ....................................................................................................................................... 187

Michael Walker, Vanderbilt University, USA

Douglas C. Schmidt, Vanderbilt University, USA

Jules White, Vanderbilt University, USA

To address this efficiency and the resulting inherent scalability problems of Learning-at-Scale, this

chapter propose a platform called SPLAShED: Software Platform for Large-Scale Assessment of

Software-Development for Education-at-a-Distance, that uses Linux containers to provide OS-level

virtualization. This gives each desired service the equivalent of a Virtual Private Server (VPS) that

creates a temporary private userspace on the server. Each VPS provides a separate working environment

for each desired application, but does not incur the overhead of traditional virtualization techniques.

Our SPLAShED platform appliesrecent advancesin Linux container deployment automation, resources

isolation, portability, and usability.These advances enable the SPLAShED platformto serve both as.This

chapter explores assignments as a case study: an Android based software design assignment. This case

study shows how the SPLAShED platform will able to accommodate and facilitate advanced Software

Development courses with features and abilities currently not available.

Section 5

Future Trends and Applications: Analyzing Some Future Venues to Enhance

Interaction and Applications of MOOCs

Chapter 13

The Role of Virtual Worlds for Enhancing Student-Student Interaction in MOOCs ......................... 208

Rosa Reis, Instituto Superior de Engenharia do Porto, Portugal

Paula Escudeiro, Instituto Superior de Engenharia do Porto, Portugal

This theoretical chapter attempts to clarify interaction role in Massive Open Online Courses (MOOCS)

and increased emphasis on utilization the virtual worlds, as tools to a constructive process where the

learnershould be actively involved. An overview of the core concepts of the MOOCs and Virtual Worlds

is provided and an explanation of how these environments can be used for helping in creation more

authentic learning activities. The chapter presents an interaction model based on collaboration, so as

to elucidate the major design differences. In conclusion, we want explore the changing role of formal

learning in an era open education, where the Massive Open Online Courses can allow access, in many

cases completely free of cost to the learner.

Chapter 14

Towards a Gamification Design Process for Building Engaging MOOCs......................................... 222

Aikaterini Kalogeraki, Open University of Cyprus, Cyprus

MOOCs offer a model of massive, free and personalized education and they are consider by many

educators and researchers as a potential alternative to global education and providing massive open

lifelong learning, indispensable in the “Information Society” we live in today. Nevertheless research

conducted have observed a large dropout rate among MOOCs, mainly because courses are massively

open and centered around learners with different ages, experiences, skills and motivations. The author

believes that it is vital to introduce Gamification elements in order to commitment the learners for

completing the courses, with willingness and pleasure. In this chapter will be presented the theoretical

background of Gamification elements that can be combined with the principles of UX, guidelines for

the design interface of MOOCs and their involvement of learning theories and game-based theory. It

will also include a design proposal for the interface of MOOCs that will engaged UX with elements of

Gamification.

Chapter 15

Use of Augmented Reality a New Vision on the Massive Open Online Courses .............................. 254

Julio Ponce, Universidad Autonoma de Aguascalientes, México

Francisco Ornelas, Universidad Politecnica de Aguascalientes, México

Francisco Álvarez, Universidad Autonoma de Aguascalientes, México

Beatriz Toscano, Universidad Autonoma de Nayarit, México

This study explains the importance of use Augmented Reality in education and how it can be used on

the Massive Open Online Courses(MOOCs) in order to improve specific advantages. Augmented reality

(AR) is an area that mixes real-world images, whose elements are augmented by computer-generated

sensory input such as sound, video, graphics or GPS data. This study further shows the development

tools, application areas, and results obtained through augmented reality in the education, as a support

tool to achieve the primary objective of education, which islearning through the use of MOOCs, making

it a more attractive with the use of information and communication technologies. Currently there is a

great variety of applicationsthat use the augmented reality in areassuch as medicine, military, education,

among others.

Chapter 16

Therapy Reports through a Supervision Model using MOOCs.......................................................... 272

Raúl Alejandro Gutiérrez García, Universidad Politecnica de Aguascalientes, Mexico

Kalina Isela Martínez Martínez, Universidad Autonoma de Aguascalientes, Mexico

Karina Elizeth Armas de Santos, Universidad Politecnica de Aguascalientes, Mexico

José Antonio Saldivar Cervantes, Universidad Politecnica de Aguascalientes, Mexico

María Abigail Paz Pérez, Universidad Politecnica de Aguascalientes, Mexico

This chapter has the purpose of analyzing the PIBA supervision on the MOOC by a group of clinical

psychologists of UNEME- CAPA, by sending reports to counselors’ sessions in moodle platform. 95

participating clinical psychologists who applied for the adolescents program were advised on a case of

an alcohol users and other drugs. Qualitative methodology was used to collect the information techniques

and instruments.Each ofthe reports was analyzed and the dimension regrouped to classify theminto four: