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MOOCs are seen as the latest development in online learning and since their launch in 2008 they have become an integral part of university course curricula. We are currently at an early stage in the development of MOOCs; few studies have been published on their assessment so far. Consequently, this paper is based on a literature review, using the main academic databases JCR and Scopus, on 33 articles published between 2013 and 2015 with the objective of determining the educational quality of MOOCs. The methodology is based on a literature review procedure in which seven categories were distinguished when carrying out the analysis: course planning, contents, methodology, resources and activities, motivation, communication, and assessment and certification. The results of this study show that the assessment of the quality of MOOCs refers to a slightly higher than average quality, except for the three variables of content, resources and activities, and assessment. However, it warns of a lack of studies that assess the pedagogical quality of MOOCs and so we suggest further studies are needed with greater methodological rigour to obtain conclusive results. [ABSTRACT FROM AUTHOR]

Nowadays, University needs to assess the university teaching activity in a framework where new ways of learning are being carried out. ANECA offers a model and set of procedures that guide the activities of the university, without prejudice to the autonomy of it. Therefore, as the new settings are not being analyzed in depth, this paper makes a research proposal for assessment of university teaching in virtual learning environments, that includes four componentes: planning and content of the course, teacher's activity, interaction with peers and environment. These factors have been identified through the development of a causal model and its estimation using a structural equation analysis. [ABSTRACT FROM AUTHOR]