In this reflection, we discuss the connectivist conception of learning in Web 2.0 environments, which underpins the pedagogy of what are known as cMOOCs (connectivist massive open online courses). We argue that this conception of learning is inadequate and problematic, and we propose that cultural psychology is best suited to address the explanatory challenges that Web 2.0 poses on learning, and therefore, it is also best suited to provide massive open online courses with more adequate and less problematic pedagogy. We suggest two initial and general pedagogical principles based on cultural psychology upon which to begin building this new pedagogy for massive open online courses.

This paper presents an alternative application of e‐portfolio in a university student assessment context. A concept based on student collaboration (called netfolio) is developed, that differs from the classical e‐portfolio concept. The use of a netfolio, a network of student e‐portfolios, in a virtual classroom is explained through an exploratory study. A netfolio is more than a group of e‐portfolios because it offers students a better understanding of learning objectives and promotes self‐revision through participation in assessment of other students' learning, as indicated through their portfolios. Class student e‐portfolios are interconnected in a unique netfolio such that each student assesses their peers' work and at the same time is being assessed. This process creates a chain of co‐evaluators, facilitating a mutual and progressive improvement process. Results about teachers' and students' mutual feedback are presented and the benefits of the process in terms of academic achievements are analysed.