MOOCs are disruptive to traditional higher education by allowing new ways for learning communities to form online. While MOOCs raise questions about their long-term impact on education, they provide an opportunity to study how students build connections through peer evaluation and feedback, especially regarding how place and identity shape social interactions. The presenters observed composition MOOCs firsthand and seek participant views on student responsibility and contributions to the collective force of MOOCs. They argue MOOCs should not be seen as separate from humanistic pedagogy.