Even if we know that most entrepreneurship education programs have an impact on knowledge about entrepreneurship, entrepreneurial intentions, nascent behaviors or start-up performance (McNally et al., 2013), there is still a lack of understanding of which teaching and learning philosophy leads to what results (Fayolle, 2013). Although research on MOOCs is still in its infancy regarding their pedagogical characteristics and their efficacy, recent research suggests that the more open the MOOC is regarding the learner’s choice and the more control she has over her learning process, the more ready she is to use a self-directed capacity of learning (Kennedy, 2014). Self-directed learning (Knowles, 1975) can be considered a key competence with regards to effectuation.

Using data of a MOOC based on effectuation teaching, this research aims to analyze its impact in terms of self-directed learning and self-efficacy. The MOOC, which was in French language, ran in October, 2013 during five weeks. 9,200 participants registered online. Of these, 2,700 participants finished the course and 2,500 obtained the certification. The teaching model of this MOOC is an open course, based on a connexionnist pedagogy (c-Mooc). In this teaching model, self-directedness has theoretically a central role.