MOOCs (Massive Open Online Courses) have changed the way in which OER (Open EducationalResources) are bundled by teachers and consumed by learners. MOOCs represent an evolution towards the production and offering of structured quality OER. Many institutions that were initially reluctant to providing OER have, however, joined the MOOC wave. Nevertheless, MOOCs detractors strongly criticize their high dropout rates. The dropout rate is a commonly accepted metric of success for traditional education, but it may not be as suitable when dealing with OER, in general, and with MOOCs, in particular, since learners' motivations to take a course are very diverse, and certain selfregulated learning strategies are required to tackle the lack of personalized tutoring and keep pace in the course. This paper presents an empirical study on the motivation and learning strategies of MOOC learners. Six thousand three hundred and thirty-five learners from 160 countries answered a selfreport 7-point Likert-type questionnaire based on the Motivated Strategies for Learning Questionnaire (MSLQ) as part of a MOOC titled Introduction to Programming with Java. Results indicate that learners were highly motivated and confident to do well in the course. Learning strategies, however, can be improved, especially regarding time management.

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Since Massive Open Online Courses (MOOCs) started to become part of the scene of Higher Education (HE), many institutions have joined the race of MOOC creation. However, producing MOOCs has shown to be a cumbersome and expensive activity for HE institutions. For this reason, many universities have started to explore and experiment with hybrid initiatives in which locally produced and third-party MOOCs are reused and integrated into traditional courses. Most of the hybrid initiatives described in the literature so far focus on flipped classroom experiences, although there are some other possibilities for integrating MOOCs in the curriculum. Moreover, few studies have reported on the institutional support required for implementing hybrid initiatives, and their benefits from a curriculum perspective. In order to shed some light on the opportunities that arise from the reuse of MOOCs, this paper presents H-MOOC, a framework that describes hybrid MOOC-based initiatives as a continuum of two factors: (1) institutional support to reuse an existing MOOC, and (2) curricular content alignment between the MOOC and the program, or the course hybridized. In addition, H-MOOC proposes indicators to measure the impact of these initiatives at both educational and institutional levels. Examples of actual hybrid initiatives and a set of guiding questions are presented to show how to apply the H-MOOC framework in different contexts.

The use of Massive Open Online Courses (MOOCs) is increasing worldwide and brings a revolution in education. The application of MOOCs has technological but also pedagogical implications. MOOCs are usually driven by short video lessons, automatic correction exercises, and the technological platforms can implement gamification or learning analytics techniques. However, much more analysis is required about the success or failure of these initiatives in order to know if this new MOOCs paradigm is appropriate for different learning situations. This work aims at analyzing and reporting whether the introduction of MOOCs technology was good or not in a case study with the Khan Academy platform at our university with students in a remedial Physics course in engineering education. Results show that students improved their grades significantly when using MOOCs technology, student satisfaction was high regarding the experience and for most of the different provided features, and there were good levels of interaction with the platform (e.g., number of completed videos or proficient exercises), and also the activity distribution for the different topics and types of activities was appropriate. ß 2016 Wiley Periodicals, Inc. Comput Appl Eng Educ 25:15-25, 2017; View this article online at wileyonlinelibrary.com/ journal/cae;