Developed at the United States and Canada since 2008 and more recently in Europe, the Massive Open Online Courses (Mooc) are the result of technological and communicational innovations. They use audiovisual patterns and defend collective interactivity. Throughout this paper we aim to understand the difference or the relation between moocs and traditional academic teaching. Our goal is to understand how the significant organisation of a Mooc and its platform as well as their escorting discourses and their use’s prescriptions allow to underline a break or a continuity between Moocs and traditional academic teaching. We develop a semiotics analysis of three Moocs and their platforms combined to interviews and observations of users.