Pertuz, SaidReyes, OscarSancristóbal Ruiz, ElioMeier, RussellCastro Gil, Manuel Alonso2025-10-162025-10-162023-06-22S. Pertuz, O. Reyes, E. S. Cristobal, R. Meier and M. Castro, "MOOC-Based Flipped Classroom for On-Campus Teaching in Undergraduate Engineering Courses," in IEEE Transactions on Education, vol. 66, no. 5, pp. 468-478, Oct. 2023, doi: 10.1109/TE.2023.3282896.1557-9638https://doi.org/10.1109/TE.2023.3282896https://hdl.handle.net/20.500.14468/30429The registered version of this article, first published in IEEE Transactions on Education, is available online at the publisher's website: Institute of Electrical and Electronics Engineers, https://doi.org/10.1109/TE.2023.3282896La versión registrada de este artículo, publicado por primera vez en IEEE Transactions on Education, está disponible en línea en el sitio web del editor: Institute of Electrical and Electronics Engineers, https://doi.org/10.1109/TE.2023.3282896Contribution: This work studies how to integrate massive open online courses (MOOC) into traditional, face-toface, undergraduate engineering courses. Background: Massive Open Online Courses emerged as an innovative trend in online learning with distinctive and attractive features, such as ease of access and cost-effectiveness for large audiences. For this reason, they have attracted a lot of attention for their potential in contributing to global challenges in contemporary engineering education. However, the integration of MOOCs into traditional, on-campus courses and programs in higher education remains an open problem. Research question: What is the most effective MOOC-blending strategy for traditional, on-campus engineering programs? Methodology: To answer this question, f irst a literature review was conducted on the utilization of MOOCs within face-to-face undergraduate education. Based on this literature review, this work advocates for the MOOC-based f lipped (MBF) classroom as the strategy with the highest potential for MOOC-based blending. The main pedagogical and design principles of this methodology are described and a case study is presented on a cohort of students (N=23) enrolled in a Digital Signal Processing course within an undergraduate Electronics Engineering program. This is a position paper based on evidence from the literature, but the case study is used to illustrate how the MBFdesign principles can be implemented in practice. Findings: The results suggest that the MBF methodology is a growing trend in undergraduate engineering education with the potential to facilitate student’s active learning in synchronous face-to-face sessions while fostering the adoption and usage of MOOCs.eninfo:eu-repo/semantics/openAccess33 Ciencias Tecnológicasartículoengineering curriculumblended learningMassive Open Online Courses (MOOCs)course designflipped classroom