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1	Conversational agent for supporting learners on a MOOC on programming with Java
	Catalan Aguirre, Cristina; Gonzalez Castro, Nuria; Delgado Kloos, Carlos. - : ComSIS Consortium, 2021
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2	Analyzing learners' engagement and behavior in MOOCs on programming with the Codeboard IDE
	Gallego Romero, Jesús Manuel; Alario-Hoyos, Carlos; Estévez Ayres, Iria Manuela. - : Springer, 2020
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3	Redesigning a Freshman Engineering Course to Promote Active Learning by Flipping the Classroom through the Reuse of MOOCs
	Alario-Hoyos, Carlos; Estévez Ayres, Iria Manuela; Delgado Kloos, Carlos; Muñoz Merino, Pedro José; Llorente Perez, Enrique; Villena Román, Julio. - 2019
	Abstract: MOOCs have made it possible not only to provide quality open education for any learner worldwide, but also to rethink the way on-campus teaching is delivered. The materials produced for a MOOC can be consumed by on-campus students before arriving to the classroom, using class time to do activities that promote active learning, following this way a flipped classroom strategy. This paper presents the experience of redesigning a first-year engineering course with a large number of students (over 400 each year), in which MOOCs are reused, and a flipped classroom strategy is implemented, dedicating most of traditional lecture time to do hands-on, interactive activities. The results show an increase in students' motivation, both in the use of MOOC content outside the classroom, and in the realization of hands-on, interactive activities inside the classroom. In relation to the teacher, having information on students' previous work outside the classroom, and on students' work in the hands-on, interactive activities carried out inside the classroom, allows understanding better the differences between groups, tailoring the explanations during class time, and providing proper reinforcement activities to be done after class. ; The authors acknowledge the eMadrid Network, which is funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2013/ICE-2715. This work also received partial support from the Spanish Ministry of Economy and Competitiveness, Project RESET (TIN2014-53199-C3-1-R) and Project Smartlet (TIN2017-85179- C3-1-R), and from the European Commission through Erasmus+ projects MOOC-Maker (561533-EPP-1-2015-1- ES-EPPKA2-CBHE-JP), SHEILA (562080-EPP-1-2015-1-BE-EPPKA3-PI-FORWARD), COMPASS (2015-1- EL01-KA203-014033), COMPETEN-SEA (574212-EPP-1-2016-1-NL-EPPKA2-CBHE-JP), and LALA (586120- EPP-1-2017-1-ES-EPPKA2-CBHE-JP).
	Keyword: Active learning; Deep; Engineering Education; Flipped classroom; Moocs; Telecomunicaciones
	URL: http://hdl.handle.net/10016/31169
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4	Uncovering flipped-classroom problems at an engineering course on Systems Architecture through data-driven learning design
	Estévez Ayres, Iria Manuela; Arias Fisteus, Jesús; Uguina Gadella, Lucia. - : TEMPUS, 2018
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5	Sentiment analysis in MOOCs: a case study
	Moreno-Marcos, Pedro Manuel; Alario-Hoyos, Carlos; Muñoz Merino, Pedro José. - : IEEE, 2018
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