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Among the pedagogical innovations of recent years, MOOCs are a significant phenomenon in the academic world, via digital learning platforms. The new free courses published on the web are diverse academic content. These supports are qualified as MOOC (Massive Open Online Courses) playing the role of providers of documentary knowledge like libraries. The support and support systems offered to MOOC registrants are difficult to design due to their wide opening to the public. Nevertheless, the hoped-for goal is to generate collaboration between the learner and the producer of knowledge, through the communication of content and the personalization of services. With a variety of interfaces, we will evaluate the devices of certain MOOCs to understand the attachment or not of academic uses. We will compare the different services offered to users (students, academics, etc.) by MOOCs such as: MIT, OpenCourseWare, COURSERA and FUN-MOOC in comparison with the library catalogs of the worldCat.org type. We use content assessment techniques from digital MOOC platforms to determine the specifics of the information services contained in these MOOCs. We will highlight characteristics common to the MOOCs studied while highlighting the specificities of each of them, which will have an impact on the aid to be considered. An evaluation of information services, library services, participation services and information retrieval is provided in this article. We will focus our evaluation on the macro-criteria as essential: - personalized access services, library services, participatory services (social networks, etc.), and reference services linked to documentary products. We compare the highlights by focusing on the positive and negative points in relation to these qualification criteria |
