The contradiction between the massive interest and the massive dropout in MOOCs poses the problem of persistence anew. In order to enlighten the determinants of persistence, this paper reports on tools used in the context of an exploratory study with attendees (N = 10 700) in a francophone MOOC. This study provides an opportunity to use two new tools: the instrumental perceptions of communities scale (échelle de perception instrumentale des communautés (PIC)) and the adult education motivation scale (échelle de motivation en formation d’adultes (EMFA)). In accordance with expectations, the results bring to light the linkages between the instrumental perceptions and the different types of motivations: the highest links are observed with the integrated regulation of extrinsic motivation. This study shows that both of the new tools (PIC and EMFA) are useful supplements to the conceptual and methodological tools for the real time monitoring of MOOCs.