Background: Small private online courses (SPOCs) are one of the strategies to introduce the massive open online courses (MOOCs) within the university environment and to have these courses validates for academic credit. However, numerous researchers have highlighted that academic dishonesty is greatly facilitated by the online context in which SPOCs are offered. And while numerous algorithms have already been proposed, no research has been performed on how to transfer this information to instructors, so that they can intervene and decrease the prevalence of this issue.Objectives: In this article, we present a qualitative evaluation of a tool for detecting and monitoring students suspected of academic dishonesty in SPOCs in Selene, a Colombian instance of Open edX. Methods:The evaluation was carried out through semi-structured interviews with four instructors who taught SPOCs with academic recognition at the University of Cauca.Results: The evaluation results indicated that participants found the dashboard reliable and appropriate to detect academic dishonesty behaviours in order to intervene in these cases.Implications: But interventions are difficult to systematise, need an institutional policy, and there is uncertainty about whether these interventions can actually contribute to decreasing academic dishonesty.

This article presents the design experience of the “Folk dance as cultural heritage” course, which is offered to undergraduate students from University of Cauca the “massive online course” modality. It shows the main challenges faced in the exercise of the integration of two in-person courses, one practical and one theoretical, and its process of transformation into a MOOC. The course was designed for two academic credits with six hours of dedication per week and is offered as an elective (non-mandatory) class of the Integral Social and Human Formation (FISH) component, through a space in the MOOC Open edX platform. The integration process of the two in-person courses and their transformation into a MOOC, brought with it several challenges related to the adjustment of contents, academic activities and evaluation. This article presents how these challenges were faced in this experience. It is worth mentioning that one of the results obtained in this research is associated with the contribution of the research to the first folk dance course in MOOC modality in Latin America, what makes it an innovative educational proposal that allows the rescue of culture through the adaptation of traditional educational contents.