Active pedagogies can improve the pedagogical effectiveness of
MOOCs. Group formation, an essential step in the design of small-group learning
activities, can be challenging in MOOCs given the scale and the wide variety of
students’ behaviors in such contexts. In this paper, we further analyze the
suitability of applying the students’ engagement in the course as grouping
criterion to form small groups in MOOC contexts. The impact of a grouping
strategy based on requiring homogeneity among the students’ engagement of the
group is examined in a real MOOC context. In a preliminary stage the results
have been analyzed in terms of peer interactions, active students per team and
students’ satisfaction. These results have been also compared with those in prior
interventions in real MOOCs, thus validating previous findings about the
suitability of this approach. The role of the timing of grouping was also examined
by carrying out two collaborative activities at different weeks (the fourth and the
sixth). A consistent improvement of all indicators was observed in the second
intervention and its possible causes are discussed.
