A critical review of MOOC: clues for their future in the framework of online learning

During the last years Massive Open Online Courses as a new learning modality have generated defenders and detractors based on different parameters such as their pedagogical designor the type of assessment they implement. In this sense, MOOCs may possess certain characteristics that cause certain potentialities or benefits or certain difficulties or limitations to be attributed to them. The following work aims to explore the advantages and disadvantages - from the point of view of students, lecturers and higher education institutions-of this open education modality and to determine what is their role in the framework of online education. To this end, the results of open and closed questionnaires administered to educational technology teachers, to MOOC experts and to university students in the Spanish context are analysed. After confirming the results presented, possible reflections on the need to continue research within the framework of Massive Open Online Courses are taken. In this sense, future studies could deepen into how the elements that have appeared as the most determinant (flexible and lifelong learning, autonomous learning, teacher reputation, visibility and publicity of knowledge, accreditation of learning, etc.) within the framework of the new massive and open online courses could favour the functioning of this new model of distance education and the improvement of the assessment of learning in its context (one of MOOC greatest limitation).