“…Specifying the working method is uncommon (223, 62.6%) and in cases in which it is specified it refers to «indepen dent study» with the help of audiovisual resources (50, 14%), automated tests (39, 11%), and the support and guidance of a tutor (31, 8.7%). Nonetheless, these differences contradict the similarity of the underlying methodological design in most of the MOOCs studied as a group, given that the portals use similar «templates» for content providers, leading to the cour ses resembling each other and the platform that hosts them, as was already concluded in the studies by Chiappe-Laverde, Hine, & Martínez-Silva (2015) and RaposoRivas, MartínezFigueira, & Sarmiento Campos (2015). This debate and discussion will be maintained in future if the design does not avoid repeating the «unidirec tional» structure that proposes the didac tics of videos, exercises, and the «banking» pedagogy, as we are reminded by Ebben & Murphy (2014) for whom the pedagogical models will not change despite the incor poration of the new proposals for «Learn ing analytics», «eassessment», etc.…”