RT Journal Article
T1 Introducing MOOC-like methodologies in a face-to-face undergraduate course: a detailed case study
A1 Brita-Paja Segoviano, José Luis
A1 Gregorio Rodríguez, Carlos
A1 Llana Díaz, Luis Fernando
A1 Pareja Flores, Cristóbal
A1 Riesco Rodríguez, Adrián
AB During the last years online education, in particular Massive Open Online Courses (MOOCs), has contributed to spread and popularize educational methodologies such as peer-review, automatic assessment, self-paced courses, self-evaluation, etc. Although these techniques can benefit face-to-face courses, most of them are not yet widely used in these courses. In this paper we present our experience integrating MOOC-like techniques in a face-to-face first year undergraduate course. We describe the academic and institutional context of the project, how we designed and adapted the methodologies to our face-to-face course, the software tools that we have used and developed to support and integrate such methodologies and, finally, we discuss some lessons learned from the experience that can be useful to potential users of these methodologies in face-to-face courses.
PB Taylor & Francis
SN 1744-5191
YR 2019
FD 2019-01
LK https://hdl.handle.net/20.500.14352/112889
UL https://hdl.handle.net/20.500.14352/112889
LA eng
NO Brita-Paja, J. L., et al. “Introducing MOOC-like Methodologies in a Face-to-Face Undergraduate Course: A Detailed Case Study”. Interactive Learning Environments, vol. 27, núm. 1, enero de 2019, pp. 15–32. https://doi.org/10.1080/10494820.2018.1451345
NO Ministerio de Economía y Competitividad (España)
NO Comunidad de Madrid
NO Universidad Complutense de Madrid
DS Docta Complutense
RD 17 abr 2025