Abstract-In this paper, we argue that, success and failures in online learning is mostly depending on personal factors rather than factors influenced by the surroundings or the external environment. Students' individual behavior plays an important role in learning. However, this may not be the case in classroom-based learning or time-tested traditional practices of learning, where multiple students learn together, as well as teachers influence the underperforming students to perform better. In this paper, we explore comparisons between learner behavior in hierarchical individual mode or traditional classroom learning and in online courses such as Massive Open Online Courses (MOOC). MOOC learning belongs to the distributed individual mode of learning. The study is based on analyzing the learner's interests and understanding within such modes. The information is gathered based on results available since the introduction of MOOC from the reputed universities in the world and on the general opinions derived from perspectives of MOOC learners.Index Terms-MOOC, online, behavior, learning.

Communicative and task-based teaching hold central places in contemporary language pedagogy, yet their feasibility as pedagogic innovations in Chinese contexts remains open to question. Examinations are generally perceived as a particular factor militating against the implementation of communicative approaches. This study uses four case studies of teachers in two primary schools in China to provide in-depth empirical data, drawn from 55 lesson observations and a series of related interviews, focusing on the impact of examinations on classroom pedagogy. The analysis suggests that the influence of examinations differs from individual to individual, depending on various contextual and participant factors including teachers' beliefs about pedagogy. Implications for the relationship between pedagogic innovations and examination preparation are discussed.

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