As MOOCs developed with time, multiple conceptions of the platform seem to have emerged. Mostly two different types can be differentiated: those that emphasize a connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, several early adopters of the platform proposed the terms "cMOOC" and "xMOOC".^[26][27]

cMOOCs are based on principles from connectivist pedagogy indicating that material should be aggregated (rather than pre-selected), remixable, re-purposable, and feeding forward (i.e. evolving materials should be targeted at future learning).^{[28][29][30][31]} cMOOC instructional design approaches attempt to connect learners to each other to answer questions or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC.^[32] Andrew Ravenscroft of the London Metropolitan University claimed that connectivist MOOCs better support collaborative dialogue and knowledge building.^[33][34]

xMOOCs have a much more traditional course structure. They are characterized by a specified aim of completing the course obtaining certain knowledge certification of the subject matter. They are presented typically with a clearly specified syllabus of recorded lectures and self-test problems. However, some providers require paid subscriptions for acquiring graded materials and certificates. They employ elements of the original MOOC, but are, in some effect, branded IT platforms that offer content distribution partnerships to institutions.^[27] The instructor is the expert provider of knowledge, and student interactions are usually limited to asking for assistance and advising each other on difficult points.