cMOOCs

cMOOCs, short for connectivist MOOCs, are a class of massive online courses that emphasize networked learning, learner agency, and distributed knowledge creation rather than centralized instruction.

Originating in the late 2000s, the term was used to distinguish this approach from more traditional, instructor-led MOOCs (often called xMOOCs). The concept emerged from the work of George Siemens and Stephen Downes, with early examples such as CCK08 (Connectivism and Connective Knowledge) and PLENK2010 (Professional Learning in a Networked World).

Pedagogy and design: cMOOCs are grounded in connectivism, viewing knowledge as distributed across networks of people, tools, and information sources. Learning occurs through collaboration, exploration, and the production and sharing of artifacts (blogs, wikis, media). Participation is voluntary, non-linear, and often self-paced, with no single syllabus or fixed outcomes. Assessment is typically peer-based or self-assessed and oriented toward process and contribution rather than standardized testing.

Practice and challenges: Courses are often openly accessible and decentralized, which can foster diverse participation but also lead to variable quality, unequal access to technology, and difficulties in validating learning at scale. Critics point to limited credentialing and inconsistent outcomes; supporters view cMOOCs as experiments in open, participatory education and social learning.

Legacy and influence: The cMOOC model influenced open education discourse and informed later discussions about online learning, scalability, and lifelong education. In contemporary MOOC ecosystems, xMOOCs and cMOOCs coexist, illustrating divergent approaches to pedagogy within large-scale online learning.