Learning in the Technological Transition Process of a MOOC of Social Interest

This study presents an interdisciplinary experience between Information and Communication Technologies, Psychology and Education, with a MOOC aimed at preventing sexual abuse of children and adolescents. The results show the importance of a formative work between the virtual and the faceto- face allowing for a closer support to the participants and providing positive results of the process. Through surveys and interviews with tutors and participants, the place of two key elements influencing in the process is pointed out: the development, use and impact of various digital platforms throughout the work and the place of tutors and their role in the virtual-face-to-face dynamics. As results, it is shown, on the one hand, that after using several virtual platforms it is N-Moodle that ends-up being relevant for these cases and, on the other hand, that the inclusion of the virtual-face-to-face element in the process of learning, allows for an active participation of the students and for a reduction on the dropout rate of the course. What has been learned in this technological transition process, is fundamentally qualitative because of the ease of access, clarity of the platform and improvements made in order to offer the participants with an agile and logical course.