"The fun they had" or about the quality of MOOC

Dwelling on the issue of MOOC’s quality the paper start presenting some reflection on preliminary questions: we have to evaluate MOOC differently 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 that concerns the most significant studies about the quality of MOOC and particularly those dedicated to quality enhancement. The conclusion of this analysis is that the relevant literature about MOOC’s evaluation is still uncertain between the need to adopt one of the few quality enhancement frameworks specifically created for MOOC or reuse the e-learning quality models available online. MOOC are in a transition phase in which ─although it is difficult to say they are right now a disruptive innovation─ the questions they rise (about pedagogy, assessment procedure, credits, technology, etc.) certainly will contribute to transform the quality of higher education for the generations to come.