# Post-Digital Learning for Rural Development: A Case Study of _Open Biotec_ MOOCs in Colombia
## 1 Introduction  
The term MOOC or massive open online courses was used for the first time in 2008 to describe an online course, by 2011 the MOOC was launched that would gather the main characteristics of the phenomenon, and even a platform called Udacity was developed; later, the MOOC platform called Coursera was launched. By 2012 it was considered \"The year of MOOCs\" [1], and they were generalized this same year [2]; it was even stated that the MOOC course was the most important technological innovation in education in the last two hundred years [1]. By mid-2013, MOOCs proved that they could attract large numbers of students. The largest provider, Coursera, attracted five million and edX over 1.3 million, mainly in the US and others in the rest of the world, such as Africa and India, with 9% and 12%, respectively [2]. In 2013, the opportunities and risks of the MOOC business model were discussed. In terms of opportunities: they favor an increasing number of students around the planet to access education for the first time, or education at a nominal level of quality for free [3], incentivize teachers to reinvent what they do in their classrooms [4], the possibility of benefiting students from developing countries [5], time flexibility, among others [1]. Regarding risk, the main problems identified are pedagogical, not technical [1]. In addition, there is a degree of uncertainty regarding the nature surrounding MOOCs as viable businesses. While they reinvent the educational business model, their financialuncertainty remains a latent risk. MOOCs can be viewed as the equivalent of Google ads and as a potential alternative to public education in a way that reduces the costs of university education [3]. The business model of MOOCs currently, according to the literature consulted, is given in several ways, one by the additional cost for the certificate [1] and the second by formed partnerships with traditional educational institutions and companies. For example, Udacity partnered with AT&T and Georgia Tech to obtain a master's degree in computer science for USD 7000 [3]. Today, Coursera's revenue is USD 524 million [6]. MOOCs should now be seen as alternatives to extensions and incentives to education, not substitutes [3]. They can offer new training modalities, provided that the necessary infrastructure conditions are in place, such as quality internet access [4], and they are designed to ensure interpersonal interaction and support for student success [2]. It was found in the literature that MOOC topics focus on continuing education for university teachers [4], didactics [1], and health care [5], and according to a study by [PERSON] et al. (2022), the content areas of the courses are health and lifestyle, programming, deep machine learning, cloud computing, investment and trading, music, network security, language learning, financial accounting, arts and crafts, general health, data science, 3D animation, and game development [7]. Although MOOCs are born and developed in large universities [2,4], this new modality of expanding knowledge through open, massive, online courses is mainly designed for something other than emerging topics such as biotechnology or bridging gaps between secondary and higher education. Post-digital learning using MOOCs can be relevant for strengthening rural areas in developing countries such as Colombia. As digital technologies continue integrating into everyday life, the post-digital era recognizes the ubiquitous presence of digital technology and the new ways in which they relate and communicate [8]. This model of education can be especially effective in rural areas where traditional access to education may be limited. By leveraging technology, rural populations in developing countries can access education and training opportunities they would not otherwise have. As such, post-digital learning can help bridge the digital divide, promoting inclusive education and socioeconomic development in rural areas.