The process of learning comes as a natural process to a lot of living beings, including us humans. Which is why I start to wonder if there is something like a one pedagogy or one approach to engage all learners into learning. Like some of the examples (@jennymackness @Zerove ) mention with regard to a particular MOOC, our personal willingness to engage in a MOOC, or be part of a group of learners, seems to be deeply rooted in our willingness and character to do so.
I too never liked being put into a group, yet have no threshold to step into a group of my choosing. Looking at my family (or those who really like to learn), I see similar decisions: a nephew of mine who really likes structure, only enters courses that are very well structured and follow the syllabus rigorously. He does not mind being put in a group, as long as that group will do what it is supposed to do.
In a way the result of learning is also emotional, as many of us show in our remarks "I like that MOOC", and according to our emotions we either decide to read up on MOOCs, or simply leave them.
I feel that conversations are natural, and as such similar dynamics can be seen across locations that provide space for conversation: receptions of any kind (not really learning, but on what grounds does one think: I will stay with this group, or I will move around a bit more?), Hyde park soapboxes (very informal, very face-to-face), even the post-conversation we might have at night when writing in our diary (the conversation is with one self, yet it is a reflection of the experience and not without inner-conversation). When in a MOOC or in a diary a moment appears that 'touches' us in some way, be it rational or/and emotional, we tend to explore it a bit further. But these aha-moments are very personal, thus difficult to manage I think.