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Access to scientific knowledge is widely described by the process of skills acquisition by students regardless of their status. One of the main drivers for the development of learning is linked to access to scientific and educational literature in the digital age. It consists of improving the quality of education and increasing the efficiency of the educational process by using new educational technologies and advanced teaching methods. The first MOOC (Massive Open Online Course) projects democratized access via learning platforms characterized by open access to often unlicensed contentThe development of digital technology has stimulated the development of online courses open to science, and to respond to the handicaps affecting some students. The training (MOOC) is open to everyone, via the Internet, offered by university establishments in order to offer everyone the opportunity to learn or update their knowledge.American universities (MIT, OpenCourseWare, etc.) have developed academic initiatives to make their courses visible on the web, as have organizations like COURSERA. MOOCs contribute to knowledge sharing by making their educational resources available in French with FUN-MOOC. However, there are still many unresolved issues related to the course design. In this article, we give an overview of existing platforms in France and the United States, presenting their characteristics and their relationships with digital documentation. Many universities have asked their students to take MOOC courses, but these devices have become veritable information portals. We will be interested in new digital production methods by evaluating via predominant macro-criteria such as: -access and ergonomics, the credibility and the certification of institutions and information research services |
