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The European Project ECO has consolidated a global model of mass, open, and online courses that establish its communicative and pedagogical bases through students´ participation and interaction in sMOOCs. This type of course has enabled empowerment of students by offering the possibility of creating their own courses in the ECO platform, making the knowledge transfer from one virtual learning community to another created within a field of practice. This study uses a quantitative methodology to analyze the ECO platform’s sMOOC “Running Saludable 2.0” (Healthy Running 2.0) and it shows how this proposal, developed by students, enables the knowledge transfer based on methodological principles that favor interaction and participation.

The sMOOCs (Social Massive Open Online Course) respond to a more social type of education, which boosts a greater role for users who come to this training model, thanks both to the communicative model developed and to the interactive and participatory teaching practices. One of these innovative proposals in this type of courses is the immersion of gamification practices in the same digital training environment. Therefore, the communication model is enriched through participants who motivate the rest of peers through their own interaction. Gamification arises through game simulators within the communication tools such as forums and social networks, rewarding the knowledge that has been shared with the aim of promoting collective intelligence.