Interestingly, it is the first of these topics that has received by far the greatest amount of public attention in the last few years. The New York Times even named 2012 “The year of the MOOC” (Pappano, 2012). From an educational point of view, this is quite surprising. It is difficult to see why online courses that are open to masses of students should have any advantage over traditional online courses in helping students learn. We would not expect students to learn better from hard cover books than from paperback editions, although students might prefer paperback editions because they are cheaper and weigh less. It is also true that we are still lacking empirical evidence on the impact of MOOCs on student learning. Nonetheless, we believe that MOOCs are here to stay and deserve a critical examination. Also, Siemens’ ideas on connectivism, which gave rise to the development of cMOOCs, have opened up a new perspective on technology-enhanced learning (Yeager, Hurley-Dasgupta, & Bliss, 2013).