Alario-Hoyos, C., Kloos, C. D., Estévez-Ayres, I., Fernández-Panadero, C., Blasco, J., Pastrana, S., et al. (2016). Interactive activities: The key to learning programming with MOOCs. In Proceedings of the fourth European MOOCs Stakeholders Summit (EMOOCs), pp. 319–328.
Bruff, D. O., Fisher, D. H., McEwen, K. E., & Smith, B. E. (2013). Wrapping a MOOC: Student perceptions of an experiment in blended learning. Journal of Online Learning and Teaching,
(2), 187–199.Google Scholar
Conole, G. (2015). MOOCs as disruptive technologies: Strategies for enhancing the learner experience and quality of MOOCs. Revista de Educación a Distancia
, RED, 39. http://revistas.um.es/red/article/view/234221/179941
Firmin, R., Schiorring, E., Whitmer, J., Willett, T., Collins, E. D., & Sujitparapitaya, S. (2014). Case study: Using MOOCs for conventional college coursework. Distance Education,
(2), 178–201.CrossRefGoogle Scholar
Georgina, D. A., & Hosford, C. C. (2009). Higher education faculty perceptions on technology integration and training. Teaching and Teacher Education,
(5), 690–696.CrossRefGoogle Scholar
Georgina, D. A., & Olson, M. R. (2008). Integration of technology in higher education: A review of faculty self-perceptions. The Internet and Higher Education,
(1), 1–8.CrossRefGoogle Scholar
Ghadiri, K., Qayoumi, M. H., Junn, E., Hsu, P., & Sujitparapitaya, S. (2013). The transformative potential of blended learning using MIT edX’s 6.002 x online MOOC content combined with student team-based learning in class. Environment,
Griffiths, R., Chingos, M., Mulhern, C., & Spies, R. (2014). Interactive online learning on campus: Testing MOOCs and other hybrid formats in the University System of Maryland
. New York: Ithaka S + R.Google Scholar
Joseph, A., & Nath, B. (2013). Integration of Massive Open Online Education (MOOC) system with in-Classroom Interaction and Assessment and Accreditation: An extensive report from a pilot study. In Proceedings of the international conference on e-learning, e-business, enterprise information systems, and e-Government (EEE), 105.
Kerr, B. (2015). The flipped classroom in engineering education: A survey of the research. In Proceedings of the IEEE international conference on interactive collaborative learning, pp. 815–818.
Kloos, C. D., Muñoz-Merino, P. J., Alario-Hoyos, C., Ayres, I. E., & Fernández-Panadero, C. (2015). Mixing and blending MOOC technologies with face-to-face pedagogies. In Proceedings of the IEEE Global Engineering Education Conference (EDUCON), Tallin, Estonia, pp. 967–971.
Kloos, C. D., Muñoz-Merino, P. J., Muñoz-Organero, M., Alario-Hoyos, C., Pérez-Sanagustín, M., Ruipérez, J. A., & Sanz, J. L. (2014). Experiences running MOOCs and SPOCs at UC3M. In Proceedings of the IEEE Global Engineering Education Conference (EDUCON), pp. 884–891.
Konstan, J. A., Walker, J. D., Brooks, D. C., Brown, K., & Ekstrand, M. D. (2015). Teaching recommender systems at large scale: Evaluation and lessons learned from a hybrid MOOC. ACM Transactions on Computer-Human Interaction,
(2), 10.CrossRefGoogle Scholar
McLean, S., Attardi, S. M., Faden, L., & Goldszmidt, M. (2016). Flipped classrooms and student learning: not just surface gains. Advances in Physiology Education,
(1), 47–55.CrossRefGoogle Scholar
Moskal, P., Dziuban, C., & Hartman, J. (2013). Blended learning: A dangerous idea? The Internet and Higher Education,
Ng’ambi, D., & Bozalek, V. (2015). Editorial: Massive open online courses (MOOCs): Disrupting teaching and learning practices in higher education. British Journal of Educational Technology,
(3), 451–454.CrossRefGoogle Scholar
Nissenson, P. M., & Shih, A. C. (2015). MOOC on a budget: Development and implementation of a low-cost MOOC at a State University. In Proceedings of the 122nd ASEE annual conference & exposition, pp. 1–25.
Pérez-Sanagustín, M., Hernández-Correa, J., Gelmi, C., Hilliger, I., & Rodriguez, M. F. (2016b). Does taking a MOOC as a complement for remedial courses have an effect on my learning outcomes? A pilot study on calculus. In Proceedings of the European conference on technology enhanced learning (in press).
Pérez-Sanagustín, M., Hilliger, I., Alario-Hoyos, C., Delgado Kloos, C., & Rayyan, S. (2016a). Describing MOOC-based Hybrid initiatives: The H-MOOC Framework. In Proceedings of the European MOOCs Stakeholders Summir (EMOOCs), pp. 159–172.
Porter, W. W., Graham, C. R., Bodily, R. G., & Sandberg, D. S. (2016). A qualitative analysis of institutional drivers and barriers to blended learning adoption in higher education. Internet and Higher Education,
Riffell, S., & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & Education,
(3), 217–235.CrossRefGoogle Scholar
Sandeen, C. (2013). Integrating MOOCs into traditional higher education: The emerging “MOOC 3.0” era. Change: The Magazine of Higher Learning,
(6), 34–39.CrossRefGoogle Scholar
Soffer, T., & Cohen, A. (2015). Implementation of Tel Aviv University MOOCs in academic curriculum: A pilot study. The International Review of Research in Open and Distributed Learning,
(1), 80–97.CrossRefGoogle Scholar
Wu, J. H., Tennyson, R. D., & Hsia, T. L. (2010). A study of student satisfaction in a blended e-learning system environment. Computers & Education,
(1), 155–164.CrossRefGoogle Scholar
Zhang, Y. (2013). Benefiting from MOOC. In World conference on educational multimedia. Hypermedia and Telecommunications, 2013(1), pp. 1372–1377.