From flipped classroom theory to the personalized design of learning experiences in MOOCs

The frequent advances in Information and Communication Technologies (ICTs) represent an opportunity to rethink teaching and learning in the context of virtual education. In this perspective, MOOCs (Massive Open Online Courses) have been promoting research in the technological and educational areas, since they serve as an emerging and powerful knowledge-building platform for anyone, anytime and anywhere. However, limitations in the current development of MOOCs have required the search for strategies to support their personalization in order to enhance the users' learning and others skills, such as the ability to self-regulate and to work in a collaborative way, and not just to replicate the content already taught in the traditional classroom, through videos or other passive learning activities. Considering the need for changes in the MOOC's pedagogical model, this research aimed to investigate and promote a reflection about the possibility of using Flipped Classroom Teaching Model principles to design this type of virtual and massive environment. The paper starts with a description of MOOCs, Flipped Classroom and some related works used to support personalized learning in MOOCs. As a result of this investigation, we present some conceptual strategies for educators to design MOOCs from FC ideas and principles. We envisage that adaptation and incorporation of concepts of Flipped Classroom, already applied in face-to-face classroom, can also act as an effective intervention to support personalized learning in MOOCs, helping students to take the active role in their own process acquisition of skills and knowledge construction.