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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.
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