Pérez Sanagustín, María del MarPérez Álvarez, Ronald AntonioMaldonado Mahauad, Jorge JavierVillalobos, EstebanHilleger, IsabelHernández Correa, JosefinaSapunar, DiegoMoreno Marcos, Pedro ManuelMuñoz Merino, PedroDelgado Kloos, CarlosImaz, Jon2022-02-102022-02-102021978-145038215-10000-0000https://www.scopus.com/record/display.uri?eid=2-s2.0-85108120489&doi=10.1145%2f3430895.3460991&origin=inward&txGid=a7915ed189d9e98084e76f2f51756552This work in progress paper investigates if timely feedback increases learners’ passing rate in a MOOC. An experiment conducted with 2,421 learners in the Coursera platform tests if weekly messages sent to groups of learners with the same probability of dropping out the course can improve retention. These messages can contain information about: (1) the average time spent in the course, or (2) the average time per learning session, or (3) the exercises performed, or (4) the video-lectures completed. Preliminary results show that the completion rate increased 12% with the intervention compared with data from 1,445 learners that participated in the same course in a previous session without the intervention. We discuss the limitations of these preliminary results and the future research derived from them.es-ESFeedbackMOOCPredictionSelf regulated learningARTÍCULO DE CONFERENCIA10.1145/3430895.3460991