Main Article Content


The present paper regards a systematic review of the published literature about the quality of MOOC. It dwells upon some background questions: we have to evaluate MOOC in different ways from e-learning?; what about the difference between MOOC quality assurance and MOOC quality enhancement?; what are the parameters the universities shall use to certificate the acquired MOOC credits? The paper then analyzes the published scientific literature with the goal to answer the following question: which are the most significant studies about the quality of MOOC and particularly those dedicated to quality enhancement?
The conclusion is that the MOOC’s evaluation literature is still uncertain between the need to adopt a quality enhancement framework specifically created for MOOC (not many at the moment) or reuse the e-learning quality models available online. The impression is that we are in a transition phase and that MOOC are not yet a disruptive innovation, but the questions they rise (about pedagogy, assessment procedure, credits, technology, etc.) certainly will contribute to transform the quality of higher education for the generation to came.


online courses quality Higher Education MOOC quality qualitative literature review

Article Details

Author Biography

Patrizia Maria Margherita Ghislandi, University of Trento

full professor of Educational Technology Department of Psicology and Cognitive Science University of Trento--Cso Bettini, 31--38068 Rovereto TRENTO +39‐0464‐808305 [email protected] 327‐5780675
How to Cite
Ghislandi, P. M. M. (2016). “The fun they had” or about the quality of MOOC. Journal of E-Learning and Knowledge Society, 12(3).