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The purpose of this study was to examine the differences in constructivist learning environments in conventional and MOOC-based STEM learning. the research method uses experimental design, with a subject of 210 students of the Faculty of Mathematics and Natural Sciences in Medan, Indonesia. Data is collected through the Constructivist Learning Environment Survey (CLES) instrument. The questionnaire consisted of 34 questions consisting of six dimensions, namely - working with ideas, personal relevance, collaboration, respect for difference, critical voice and uncertainty of science. The results showed that the learning environment in the STEM class in the two STEM class groups was not significantly different. The average level of constructivist learning environment in conventional STEM is 81.14% and 79.80% for STEM based on MOOCs. Constructivist environmental dimensions in the two STEM groups, have the same sequence of outcomes with achievement levels more than 72%. The dimension with the highest achievement is “respect for difference”-, while “working with ideas” is the lowest achievement dimension. It can be concluded that the application of STEM learning both conventionally and MOOCs has similar constructive learning environment conditions.