spectrum of terms including remote,distance, blended and massive on line courses (MOOCs)capture the latest trends in teaching/learning from JK tothe Ph.D. level. These pedagogical approaches involvecombinations of face-to-face, asynchronous, andsynchronous delivery of courses to class sizes that cansurpass 300,000 students per offering. MOOCs, typicallyasynchronous, represent an attractive delivery paradigmfor small and large institutions alike as economies of scalehold out visions of significant cashflows, promotion of aSchool’s brand to previously unreachable audiences,democratization of higher education, and enrichment of theplanet’s knowledge capital. MOOCs, however, are notwithout their challenges including: significant commitmentand up-front costs, wading into uncharted territory,defense of academic integrity/brand image, handling ofhands-on laboratory content and poor completion rates.From students’ perspectives, MOOCs present an attractiveand viable alternative permitting study in the convenienceof their home accessing resources from the world’s finestacademic institutions at competitive costs. This paper willexamine the concept of MOOCs with a focus on coursecompletion rates (dependent variable) as a function ofclass size, academic discipline, evaluation methods,delivery platform and course duration (independentvariables). The presented data set (n= 111) is partitionedinto three knowledge domains: engineering, managementand others to quantify completion rate differences acrossthe three identified categories, with emphasis on theengineering discipline. The paper will also present bestpractices for delivering engineering courses/labs based ona MOOCs model. Lessons learned from blended/distancecourse delivery experiences at McMaster University,Bachelor of Technology Program, are extended into theMOOC environment.