Sánchez Calderón, SilviaCunha Fanego, Iria DaBobkina, JelenaDomínguez Romero, Elena2024-10-082024-10-082024-09Bobkina, J., Domínguez Romero, E. (2024). Transformative Trends in Language Education. Berlin, Germany: Peter Lang Verlag. Retrieved Oct 8, 2024, from 10.3726/b219989783631903223; ePUB: 9783631903230; ISBN (Hardcover): 9783631903216https://doi.org/10.3726/b21998https://hdl.handle.net/20.500.14468/23951In Spain, a bachelor’s final project is mandatory to finish a university degree. However, students are not provided with enough training or resources to do it properly. This study examines the effectiveness (or lack thereof) of a massive online open course (MOOC) oriented to the writing of this work. An empirical analysis was carried out to assess the quality of this MOOC from the students’ perspective. In this context, a survey was designed to facilitate the better understanding of the registered students’ educational needs with regards to the learning contents, the learning methodology, and the resources provided in the elaboration of a bachelor’s final project. The results evidenced a significant positive effect on the learners’ use of the MOOC contents and the course also proved to have a positive impact on the students’ academic performance. This means that the MOOC has contributed effectively to the learning and comprehension of the course contents and it has prepared students in the acquisition of all the competences that are required for bachelor’s official university degrees.eninfo:eu-repo/semantics/embargoedAccess55 Historia::5505 Ciencias auxiliares de la historia::5505.10 Filologíacapítulo de librobachelor’s final projectcompetenceMOOCuniversity degreewriting