Alario-Hoyos, CarlosPérez Sanagustín, MarDelgado Kloos, CarlosParada Gélvez, Hugo AlexerMuñoz Organero, Mario2022-11-112022-11-112014-07IEEE Transactions on Learning Technologies, (2014), 7(3), pp.: 260-266.1939-1382https://hdl.handle.net/10016/36000This paper presents an in-depth empirical analysis of a nine-week MOOC. This analysis provides novel results regarding participants' profiles and use of built-in and external social tools. The results served to detect seven participants' patterns and conclude that the forum was the social tool preferred to contribute to the MOOC.66eng© 2014 IEEE. Personal use is permitted, but republication/redistribution requires IEEE permission.Collaborative learningDistance learningComputer and information science educationMOOCsresearch articleEducaciónTelecomunicacioneshttps://doi.org/10.1109/TLT.2014.2311807open access2603266IEEE Transactions on Learning Technologies7AR/0000016016