  The impact of MOOC courses in the processes of distance learning has been
extremely important from the very beginning. They offer an innovative model of
massive teaching, which exploits in a paradigmatic manner the potential and
relevance that ICT's currently have in modern society. The present article has
as its primary objective the analysis of the presence of these courses and the
role that they represent in teacher training, and their knowledge and influence
on the future teachers that are currently being formed at university level. A
case study has been carried out with descriptive not experimental methodology,
from a quantitative base. The sample study has been undertaken in Spain
(n=200). Its main result being the determination of the minimal impact that the
MOOC phenomenon has had on the students polled. Equally, a significant lack of
knowledge has been revealed in all its dimensions (professional, pedagogical,
structural, etc.), with only a minority of those in the sample group having
indicated that they have studied any of the courses, or know to some extent the
main platforms of the world in which they are offered. A large number of those
surveyed therefore are unaware of the existence of these courses. As a result,
it has been established that, regardless of the quality of the learning and the
didactic and methodological characteristics that the MOOC courses offer, their
study and analysis is considered necessary for future educational
professionals. It is imperative that at the level of Higher Education, and
especially in the faculties of teacher training, that the most recent advances
in the field of ICT's are introduced in the study plan and in the academic
programs, for they constitute the base of modern society.
