# The Social and Transfer Massive Open Online Course: Post-Digital Learning
## 3 Results
### Creation of sMOOCs/tMOOCs and Projection in the Professional Field  
The platforms used by the people interviewed and focus group to create and develop their sMOOC are two in particular: Canvas 53.85% (\(n=6\)), and Moodle 46.15% (\(n=7\)). The questionnaire resulted in 10 platforms comprised 79.61% of the total, the results being as follows: UNED Abierta (f = 84; 18.42%); Ecolearning (f = 45; 9.87%); Edx (f = 44; 9.65%); Miriada X (f = 41; 8.99%); Google Activate (f = 37; 8.11%); Coursera (f = 30; 6.58%); Red Educa (f = 27; 5.92%); Canvas Network (f = 24; 5.26%); UniMOOC (f = 16; 3.51%); Udacity (f = 15; 3.29%) (see Figure 3).  
Based on the results obtained and in relation to hypothesis 2, the most used platforms were those that do not offer a universal and inclusive design based on the sMOOC model. Among the top 10 most frequently used by respondents, only EcoLearning offered sMOOC and tMOOC typologies, ranked second below UNED Abierta. Respondents and focus group participants used two platforms to create their sMOOCs: Canvas Network and Moodle, which did not offer courses with methodologies based on sMOOC and tMOOC attributes. We confirmed that hypothesis no. 2 was true, having generally used and experienced platforms that did not present or host open and flexible models. However, the students considered that they acquired a collaborative and social learning model through the creation of the sMOOC, developing activities and practical cases of application to social reality, and creating content with dissemination in social networks. They valued the platforms on which they had worked with a friendly interface, offering no difficulty in terms of navigation and interactivity, and thus enabling greater and better accessibility and usability. The students understood and put into practice in these virtual learning communities, pedagogical models and tools of universal and inclusive design very close to the premises of sMOOCs and tMOOCs. On the one hand, we noted that regardless of the platform used, students managed to develop sMOOC and tMOOC models by creating content and interaction tools that were more open, flexible, participatory, collaborative and with social projection using social networks, in addition to P2P evaluation models, self-evaluation, participation in forums, social networks, etc. On the other hand, we noted that the data obtained confirmed that the more commercial and for-profit platforms were establishing more and more models with attributes of sMOOCs and tMOOCs, thus adapting to the current models of this post-digital era, although they were launching themselves into the future of the Internet from a market perspective. The sMOOCs and tMOOCs were mainly hosted on the Eco Digital Learning Project platform, used by 9.87% of the people surveyed, of which 53.33% were people linked to the professional and/or  
Figure 3: Most used platforms in the experiences with MOOC typologies.  
academic field of digital education, thus confirming hypothesis no. 1 of this research. In the interviews and focus groups, the students developed a sMOOC project and the disciplines and academic background of the working groups were also linked in their entirety to the educational field. The people interviewed and the results of the focus group coincided in their assessments in considering that the creation of the sMOOC offered great possibilities of transferring this knowledge to the professional and labor level. It was an experience with a very innovative proposal as they have to develop their own resources, contents and communicative tools. They underline the importance of the social learning that took place in the work group, and the freedom to develop it, adopting new roles, making decisions, and having to work as a team.