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Instructional MOOCs (xMOOCs) have basically removed learner support, at least in terms of human (instructor) support, but this has resulted in a very low number of MOOC learners passing end-of-course assessments of learning. Indeed, prior research into credit-based learning has established that instructor online ‘presence’ is a critical factor in retaining students. So far, it has proved difficult to scale up learner support on a massive scale, except through the use of computer technology, such as automated feedback. However, Carey and Trick (2013) and indeed faculty at elite institutions who are offering xMOOCs (see Thrun and ‘the Magic of the Campus‘) have argued that such computer support does not support ‘the learning that matters most’.

computer-based approaches to learner support to date has been inadequate for formal assessment of higher order learning skills such as original, critical or strategic thinking, evaluation of strategies or alternative explanations.

In cMOOCs that are more like communities of practice and thus contain many participants with already high levels of expertise, that expertise and judgement can be provided by the participants themselves