is now nearly four years since the so-called "year of the MOOC",
2012; and is good to return on an issue which remains still hot. In good
conscience, the expected tsunami in higher education seems to turn into a case
less "disruptive" than it was painted at the time, but certainly
worthy of attention. This paper is a theoretical approach that starts from some
very recent publications. Those publications bring back the attention to this
phenomenon and allow us to begin to define light and dark contours, as well as
to think about the real related scientific, technical andpedagogicalelements.