# Post-Digital Learning for Rural Development: A Case Study of _Open Biotec_ MOOCs in Colombia
## 3 Results and Discussion
### Relationship between the MOOCs and the Development Strategy of Biotechnology in the Region
#### 3.4.3 Biotechnology Implementation in the Region  
Through the discussion forum of the introductory course, the perception of the students regarding the potential applications of biotechnological processes in their communities was determined. Figure 11 presents the percentage share of the responses to the question: \"How do you think biotechnology could serve in your region to improve environmental, productive, or economic conditions?\". \begin{table}
\begin{tabular}{c c c c c} \hline \hline
**Source** & **SS** & **df** & **MS** & **F** \\ \hline Between the & 217.504 & 1 & 217.504 & \\ tests & 1730.6914 & 442 & 3.9156 & 55.54819 \\ Within the tests & 1948.1954 & 443 & & \\ \hline \hline \end{tabular}
\end{table} 
Table 8: Result details (one-way ANOVA) for diagnostic and knowledge tests. SS: Sum of Squares, df: degrees of freedom, MS: Mean Square. Around 70% of the students see biotechnology as a tool to mitigate the environmental damage present in their region through bioremediation activities. The students are concerned about the risk situation of the ecosystems in their zone. The Uraba subregion is characterized by its high population growth and insufficient coverage for the treatment of domestic waste [75]. In addition, the region has an intensive agricultural production system, where the use of high volumes of pesticides and agrochemicals represents a constant threat to the natural resources of the area. On the other hand, around 40% of users associated biotechnology with the possibility of replacing conventional forms of production with cleaner alternatives, which promote the conservation of natural resources. There is awareness of the impacts caused by economic activities and other human actions on the natural environment and the need to access alternative and more environmentally friendly technologies. To a lesser extent, students find biotechnology a potential tool for the development of new products (25%), the improvement of the agricultural production system (15%), the generation of renewable energies (11%), and the development of Bio-entrepreneur (8%). With these results, the impact of training in biotechnology concerning students' attitudes towards the problems of their region begins to be evidenced. Biological sciences learning is increasing their frontiers of knowledge at a high rate, offering more options for developing meaningful innovations in the environmental, agricultural, and industrial biotechnology sectors [100]. The sustainable use of natural resources, exploitation of native raw materials, reduction of pollution, and generation of alternative energy sources and sustainable forms of production are some of them [101]. Similar experiences have been reported from Bandung, Indonesia [102]. Students between the ages of 9 to 11 participated in a bio-based learning program, where they received training about urban farming, environmental awareness, and social responsibility. The outcome demonstrates that the communication approach of bio-based experiential learning activities provides children with valuable education on environmentally friendly business, particularly in biotechnology for the environment, to foster sustainable communities [103]. MOOCs are valued very positively due to their culture of participation and acquisition of professional skills, leading to their projection and transfer of learning mainly to the world of work. As MOOCs continue to evolve and improve, they offer an increasingly solid model of education, fostering social learning and the collective creation of knowledge, empowering students, and providing the possibility of establishing professional relationships in the future [8]. Figure 11: Potential applications of biotechnological processes perceived by the students. However, it is important to note that the number of responses obtained in the discussion forum was very small compared to the total number of students, which is a limitation of the study.