These new teaching techniques called massive open online course (MOOC) are developing flourishing in the United States. The online course is open in the sense that the contents are open, but also in the sense that it is open to all. From this follows two types of MOOC. The first type of MOOC is based on a participatory approach, where each performs its own research information exchange with peers, and publishes its own conclusions.
We are in a process of collaborative production: the higher the number of participants in, the more interactions are important, the best course works. The number of participants is not limited and the exchange becomes an essential part of learning. The student becomes autonomous boasts its precursors can build capacity and he wants to choose its investment in this area.
The second type of MOOC is to upload an existing course and helps to reduce the boundaries between online learning and learning progress. Above all, it reverses the learning time and transforms the role of the teacher: the student is no longer passive listening to the teacher during the class, he listens to the lesson home and prepares his questions, conducts research to be more active in the presence Professor (by asking questions, for example).
Somehow, the teacher is no longer quite the guide but the guide. Thus the “flip education” (time reversal learning assets and liabilities) may allow the student to save time and deepen teacher knowledge provided.