Factors for academic success in the integration of MOOCs in the university classroom

This paper shows the results of a longitudinal study on the integration of MOOCs in university classrooms and their influence on academic performance. The relationship between performance and the course design and the type of student participation is discussed. Performance has been assessed through evidence of learning, while the design and influence of the type of participation have been checked using standard instruments: TAM (Technology Acceptance Model) and IMMS (Instructional Materials Motivation Survey). Evidence obtained shows that participation in a MOOC improves learning results, and that both the type of course design (defined by an intensive use of social networks and e-activities) and active participation have an influence on academic success.