The article provides the Reader with an extensive review of literature, both theoretical and empirical, concerning c-learning and it’s possible content. Initially, the origins on c-learnign idea are reviewed, from the point of looking at the evolution of various forums of distance education over the Internet. Empirical results that led psychologists and pedagogues to consider c-learning as the answer to a majority of problems of traditional e-learning are presented, followed by a description of what c-learning currently is and what its main challenges are. Than, one of those challenges – c-learning curriculum – is considered and the path that led educational psychologists from treating instilling knowledge as the main aim of a teacher to treating training metaknowledge and metacognitive abilities as such is presented. Following that, the origins of the concept of metacognitive skills, the structure of those skills and their relation to cognitive functioning are discussed. Finally, the place metacognition should take in c-learning, and possibly all types of modern education paradigms (even traditional school), is considered, and the view presented is supported by a review of works from all fields involved in virtual schooling attempts: technology of education, educational and cognitive psychology and pedagogy.