The School of Engineering at Pontificia Universidad Católica (PUC) started developing its MOOC initiative in September 2014. Since then, the school has been producing MOOCs based on specialized topics for Coursera, besides working on MOOCs to complement on-campus courses for Open edX. In parallel with the course production, the school started implementing MOOC- based hybrid pedagogies. In order to organize and systematically analyze these pedagogies, the school proposed a framework that classifies them into three cat- egories: remedial, complementary and flipped. As a preliminary evaluation of the framework, this paper presents a case study of a remedial hybrid MOOC- based pedagogy implemented for a Calculus course. Adoption and learning ben- efits were defined as key principal indicators (KPIs) to understand the impact of this pedagogy at an institutional level, and inform future institutional decisions. Further work includes validating complementary and flipped categories.