The fast-paced evolution of technology has compelled the digitalization of education, requiring educators to interact with computers and develop digital competencies relevant to the teaching–learning process. This need has prompted various organizations to define frameworks for assessing digital competency emphasizing teachers’ interaction with computer technologies in education. Different authors have presented assessment methods for teachers’ digital competence based on the video analysis of recorded classes using sensors such as cameras, microphones, or electroencephalograms. The main limitation of these solutions is the large number of resources they require, making it difficult to assess large numbers of teachers in resource-constrained environments. This article proposes the automation of teachers’ digital competence evaluation process based on monitoring metrics obtained from teachers’ interaction with a Learning Management System (LMS). Based on the Digital Competence Framework for Educators (DigCompEdu), indicators were defined and extracted that allow automatic measurement of a teacher’s competency level. A tool was designed and implemented to conduct a successful proof of concept capable of automating the evaluation process of all university faculty, including 987 lecturers from different fields of knowledge. Results obtained allow for drawing conclusions on technological adoption according to the teacher’s profile and planning educational actions to improve these competencies.

This article presents the results of a study conducted to validate the impact of the student's behavior on their academic success in a program designed under the Self Directed Based Learning methodology. This methodology, designed for students in online graduate programs, was created in 2013 to generate a work dynamic that guides the students in their learning process. The design of this methodology seeks to increase the student's commitment to learning and improving both their progress and academic success. This study aims to identify what kind of formative activities within the student's learning trajectory determine the achievement of the learning outcomes, thus promoting the assimilation process. The analysis is based on Educational Data Mining tools applied to learning data from a graduate program; these tools analyse the formative activities associated with the student's academic success to identify any relationships between the student's activity and their academic success. These results would validate the design and construction of this methodology from the point of view of the purpose for which it was designed: to help students achieve a successful learning trajectory. Este artículo presenta los resultados de un estudio realizado con el objetivo de validar el impacto que tiene el comportamiento de un estudiante sobre su éxito académico en un programa diseñado con la metodología Self Directed Based Learning. Esta metodología docente, pensada para estudiantes de programas de posgrado en modalidad online, fue diseñada en 2013 con el propósito de generar una dinámica de trabajo que oriente al estudiante en su trayectoria de aprendizaje. El diseño de esta metodología busca aumentar el compromiso del estudiante con el aprendizaje, mejorando así tanto su progreso como su éxito académico. El objetivo de este estudio es identificar qué tipo de actividades formativas dentro de la trayectoria de aprendizaje del estudiante determinan la consecución de los resultados de aprendizaje propiciando así el proceso de asimilación. El análisis se basa en la aplicación de herramientas de Educational Data Mining a datos de aprendizaje obtenidos de una promoción de un programa de posgrado; a través de estas herramientas, se analizan las actividades formativas que están asociadas con el éxito académico del estudiante, permitiendo así determinar la relación entre ellas. Con estos resultados sería posible validar el diseño y la construcción de esta metodología docente desde la perspectiva del propósito para el que fue diseñada: lograr que la trayectoria de aprendizaje del estudiante sea exitosa.