Abstract
In 2008, a new term emerged in the already crowded e-learning landscape: MOOC, or massive open online course. Lifelong learners can now use various tools to build and manage their own learning networks, and MOOCs may provide opportunities to test such networks. This paper focuses on the technological aspects of one MOOC, the Connectivism and Connective Knowledge (CCK08) course, in order to investigate lifelong learners’ attitudes towards learning network technologies. The research framework is represented by three perspectives: (a) lifelong learning in relation to open education, with a focus on the effective use of learning tools; (b) the more recent personal knowledge management (PKM) skills approach; and (c) the usability of web-based learning tools. 
 
 Findings from a survey of CCK08 participants show that the course attracted mainly adult, informal learners, who were unconcerned about course completion and who cited a lack of time as the main reason for incompletion. Time constraints, language barriers, and ICT skills affected the participants’ choice of tools; for example, learners favoured the passive, filtered mailing list over interactive but time-consuming discussion forums and blogs. Some recommendations for future MOOCs include highlighting the pedagogical purpose of the tools offered (e.g., learning network skill-building) and stating clearly that the learners can choose which tools they prefer to use. Further research on sustainability and instructor workload issues should be conducted to determine the cost and effectiveness of MOOCs. Investigation is also necessary to understand whether such terms as <i>course</i>, <i>drop-out</i>, and <i>attrition</i> are appropriate in relation to MOOCs.
Highlights
This paper focuses on the course Connectivism and Connective Knowledge (CCK08), facilitated by George Siemens and Stephen Downes in the fall of 2008 (Siemens & Downes, 2008)
The CCK08 course can be situated in the framework of open and distance learning (ODL) initiatives that are offered by institutions and single teachers around the world
Open online courses may be considered to be a special type of open educational resources (OER), which solves the problem of the lack of interaction that is typical of most OER initiatives
Summary
The CCK08 course can be situated in the framework of open and distance learning (ODL) initiatives that are offered by institutions and single teachers around the world. The real potential of an OOC is to be found in the emergence of learning networks among participants in a many-to-many relationship, rather than the traditional one-to-many model of interactions between a teacher and his or her students. Even this type of relationship can assume new forms, with significant changes in the role of instructors. According to Downes (2009), 2200 people signed up, and hundreds of people from around the world participated in the CCK08 course, each with different behaviors, outcomes, and levels of involvement These figures inspired the massive open online course (MOOC) definition (Siemens, 2008). Specific studies related to the usability of virtual learning environments (Ardito et al, 2006) and usability issues in learning-oriented applications (Rigutti et al, 2008) are available
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