cMOOC

cMOOC stands for connectivist massive open online course. It refers to a form of MOOC that emphasizes learner autonomy, collaboration, and knowledge creation through a network of participants rather than centralized instruction. In contrast to xMOOCs, which often present structured content delivered by a single instructor and rely on quizzes and automated assessment, cMOOCs focus on distributed inquiry, social learning, and the co-generation of knowledge.

The idea emerges from connectivist theory, popularized by George Siemens and Stephen Downes in 2008–2010. cMOOCs aim to scale learning by leveraging open networks, social media, blogs, wikis, and other open resources. They often have no fixed syllabus or predefined learning path; participants select topics, form communities of practice, and contribute artifacts such as blog posts, discussions, or media projects. Assessment is typically informal and peer-based, emphasizing reflection, peer review, and the demonstration of competency through created work rather than standardized testing.

Structure and practices vary, but common elements include openness and learner autonomy, diverse tools and platforms, asynchronous collaboration, and emphasis on connection-making across disciplines. Materials are commonly openly licensed and distributed across multiple platforms, enabling reuse and remixing.

Impact and reception: cMOOCs contributed to early discussions about networked learning and open education, highlighting the social and emergent aspects of online learning. They are often contrasted with xMOOCs in terms of pedagogy, scalability, and outcomes, and have faced criticisms related to measurement of learning, quality control, and completion rates. Nonetheless, cMOOC ideas influenced subsequent online learning designs and the broader MOOC ecosystem.

Examples: The original Connectivism and Connective Knowledge course (2008–2010) by Downes and Siemens is frequently cited as a foundational cMOOC.