Since 2008, when the first experiment with MOOCs took place, much has been said, written and explored.
However, almost ten years later we are unable to say whether MOOCs are really a desirable learning
experience and, moreover, what are the factors for success in the MOOC environment. Literature in the
field seems to clearly endorse learner engagement and participation as activities that ensure a higher
completion rate and a satisfying learning experience, yet a high degree of dropout can be attributed to a
request for participation which learners find unsustainable. On many MOOC projects, the data opens
opportunities for discussion but provides few answers, as so much depends on individual variables of the
specific course. Far from being a limit of the research, this uncertainty is the only way to preserve learning
from becoming a hostage of algorithms, thus leaving teachers and learners the freedom to plan, decide, and
experience, and to evaluate their teaching and learning