For LMOOCs based upon an xMOOC platform, the resources and tools available for students typically include: textual materials in the form of Web pages, structured PDF files or URLs to content outside the platform, audiovisual recordings (often developed and stored on social video sites such as YouTube or Vimeo), tasks and exercises such as closed multiple-choice tests that are the basic evaluation mechanism, open answers ,for example, based upon free writing, which can be compared to model answers or evaluated using peer-to-peer correction and, lastly, forums that represent a key component for learners to interact and practice mediated communication in the target language, providing a valuable mechanism for students to help each other and answers their peers' questions. For LMOOCs based upon the cMOOC model, a range of online Web 2.0 tools can be used so as to enable students to undertake the remixing, repurpose and co-create content and interaction, promoting the community nature of collaborative and social learning. xMOOC activities are typically highly structured and may not, as such, provide students with the communicative opportunity required to use what has just been seen and/or heard in an open and flexible way, including fine-grained feedback of different and complementary types. However, conversely, the often unstructured and constantly changing nature of cMOOCs together with, as Brennan (2014) notes, the cognitive load related to the sheer volume of information, number of tweets, posts, etc., available; the varying degrees of difficulty of activities (with little if any guidance available); and the need to use different tools and platforms, etc., can offer learners additional difficulties.