This paper presents a research conducted in a secondary education context where social and web 2.0 technologies and MOOC methodologies were involved. Considering that many researchers placed social and web 2.0 technologies as beneficial in the classroom in relation to the development of specific competences, the aim of the research was to test the MOOC methodology as an enhancer of participation and interaction in the use of such technologies. The research was conducted among more than 300 Spanish students in order to describe the positive or negative effects of massiveness in social participation. In this aspect, two courses were conducted under the same social structure and methodology in order to be contrasted. One of the courses considered as the control group had 18% of the students enrolled. The other course was considered as the massified group and had 82% of the students enrolled, and therefore, considered as the MOOC. In relation to the analysis of both courses, a quantitative methodology has been used in order to carry out a descriptive approach. Regarding a quantitative point of view, the results of the research conclude that the experience of incorporating a MOOC in a secondary education environment is positive with regard to the integration and participation in social technologies.

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