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使用者:Stang/Draft:大規模開放在線課堂

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慕課海報中的每一個字母帶可協商性問題，以探討慕課（大規模開發式在線課程）的含義。

大規模開放式在線課程（簡稱MOOC慕課；/muːk/）是一種旨在通過網絡無條件無限制地開放學習途徑的在線課程。除了提供傳統的課程教材如視頻、講義和練習題等，慕課還有交互式用戶論壇，幫助學生、教授和助教創建討論社區。遠程教育在2012年開始出現[1][2]，慕課是近期對遠程教育的進一步發展[3]。早期慕課經常強調開放式接入功能，如內容、結構和學習目標的關聯主義和開放許可證，以促進資源的再整合、再利用。不久之後慕課關閉課程教材的開放許可，同時保持學生的自由登入。[4][5][6][7]Robert Zemsky (2014) argues that they have passed their peak: "They came; they conquered very little; and now they face substantially diminished prospects."[8]

歷史背景

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What is a MOOC?, December 2010

先行者

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主條目：遠程教育

Before the Digital Age, distance learning appeared in the form of correspondence courses in the 1890s-1920s, and later radio and television broadcast of courses and early forms of e-learning. Typically fewer than five percent of the students would complete a course.[9] The 2000s saw changes in online, or e-learning and distance education, with increasing online presence, open learning opportunities, and the development of MOOCs.[10]

早期方法

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採訪喬治·西蒙斯
File:Connectivism and Connective Knowledge (CCK08) course network.png
這個網路圖展示了史蒂芬唐斯和喬治西蒙斯08年設立的關聯主義以及相關知識的課程具有分布性特徵，這是最早一批慕課中的一個課程和這個課程促使MOOC這個術語為大眾接受和採納。[11]
File:Li Powell Olivier 2014 xMOOC cMOOC significant differences table.jpg
Tabulation of the significant differences between xMOOC and cMOOC.[12]

第一個慕課從開放教育資源運動中應運而生。MOOC這個術語是2008年愛德華王子島大學的戴夫·科米爾為了回應關聯主義及其相關知識的課程（也稱為CCKO8）而創造的。CCK08是由阿薩巴斯卡大學（英語：Athabasca University）的喬治·西蒙斯（英語：George Siemens）和（加拿大）國家研究委員會的史蒂芬·唐斯（英語：Stephen Downes）共同發起的。由25個來自曼尼托巴大學推廣教育學院的自費學生和超過2200個分文未取的大眾在線學生組成。[13] 所有的課程可以通過RSS訂閱找到，在線學生可以通過協作工具來參與課程，例如博客文章、模塊化物件導向的Moodle和第二人生討論會。[11][14][15] 史蒂芬·唐斯認為這些所謂的cMOOCs比目前的xMOOCs更有創意、更具活力，而xMOOCs類似於電視節目和數字教科書。[13]

其他的慕課相繼應運而生。瑪麗華盛頓大學的吉姆格魯姆和來自紐約大學，紐約市立大學麥可·布蘭森史密斯在幾所高校舉辦慕課。早期慕課沒有依靠資源發布、學習管理系統，也不依靠學習管理系統與更多開放式資源混合之後的結構體。私有慕課到非營利機構慕課都強調突出教職員工和擴大現有的遠程教育產品（例如，播客）到自由開放的在線課程中去。

Other cMOOCs were then developed; for example, Jim Groom from The University of Mary Washington and Michael Branson Smith of York College, City University of New York hosted MOOCs through several universities starting with 2011's 'Digital Storytelling' (ds106) MOOC.[16] These early MOOCs did not rely on posted resources, learning management systems and video lectures, instead using structures that mix the learning management system with more open web resources.[17] MOOCs from private, non-profit institutions emphasized prominent faculty members and expanded existing distance learning offerings (e.g., podcasts) into free and open online courses.[18]

Alongside the development of these open courses, other E-learning platforms emerged - such as Khan Academy, Peer-to-Peer University (P2PU), Udemy and ALISON - which are viewed as similar to MOOCs and work outside the university system or emphasize individual self-paced lessons.[19][20][21][22][23]

cMOOCs and xMOOCs

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MOOCs and Open Education Timeline (updated 2015 version)[10][24]

As MOOCs have evolved, there appear to be two distinct types: those that emphasize the connectivist philosophy, and those that resemble more traditional courses. To distinguish the two, Stephen Downes proposed the terms "cMOOC" and "xMOOC".[25]

cMOOCs are based on principles from connectivist pedagogy indicating that material should be aggregated (rather than pre-selected), remixable, re-purposable, and feeding forward (i.e. evolving materials should be targeted at future learning).[26][27][28][29]

cMOOC instructional design approaches attempt to connect learners to each other to answer questions and/or collaborate on joint projects. This may include emphasizing collaborative development of the MOOC.[30] Ravenscroft claimed that connectivist MOOCs better support collaborative dialogue and knowledge building.[31][32]

MOOC提供商的的興起

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根據紐約時報, 2012年已經成為"MOOC之年"，這是因為興起了幾個資金充足的提供商，並聯合頂級大學，包括Coursera，Udacity，和edX[1][33]。

 
Dennis Yang, President of MOOC provider Udemy has suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing a wild swing.[34]

During a presentation at SXSWedu in early 2013, Instructure CEO Josh Coates suggested that MOOCs are in the midst of a hype cycle, with expectations undergoing wild swings.[35] Dennis Yang, President of MOOC provider Udemy, later made the point in an article for the Huffington Post.[36]

Many universities scrambled to join in the "next big thing", as did more established online education service providers such as Blackboard Inc, in what has been called a "stampede." Dozens of universities in Canada, Mexico, Europe and Asia have announced partnerships with the large American MOOC providers.[37][38] By early 2013, questions emerged about whether academia was "MOOC'd out."[34][39] This trend was later confirmed in continuing analysis.[40]

The industry has an unusual structure, consisting of linked groups including MOOC providers, the larger non-profit sector, universities, related companies and venture capitalists. The Chronicle of Higher Education lists the major providers as the non-profits Khan Academy and edX, and the for-profits Udacity and Coursera.[41]

The larger non-profit organizations include the Bill & Melinda Gates Foundation, the MacArthur Foundation, the National Science Foundation, and the American Council on Education. University pioneers include Stanford, Harvard, MIT, the University of Pennsylvania, CalTech, the University of Texas at Austin, the University of California at Berkeley, San Jose State University[41] and the Indian Institute of Technology, Bombay IIT Bombay. Related companies investing in MOOCs include Google and educational publisher Pearson PLC. Venture capitalists include Kleiner Perkins Caufield & Byers, New Enterprise Associates and Andreessen Horowitz.[41]

In the fall of 2011 Stanford University launched three courses.[42] The first of those courses was Introduction Into AI, launched by Sebastian Thrun and Peter Norvig. Enrollment quickly reached 160,000 students. The announcement was followed within weeks by the launch of two more MOOCs, by Andrew Ng and Jennifer Widom. Following the publicity and high enrollment numbers of these courses, Thrun started a company he named Udacity and Daphne Koller and Andrew Ng launched Coursera. Coursera subsequently announced university partnerships with University of Pennsylvania, Princeton University, Stanford University and The University of Michigan.[43]

In January 2013, Udacity launched its first MOOCs-for-credit, in collaboration with San Jose State University. In May 2013 the company announced the first entirely MOOC-based Master's Degree, a collaboration between Udacity, AT&T and the Georgia Institute of Technology, costing $7,000, a fraction of its normal tuition.[44]

Concerned about the commercialization of online education, in 2012 MIT created the not-for-profit MITx.[45] The inaugural course, 6.002x, launched in March 2012. Harvard joined the group, renamed edX, that spring, and University of California, Berkeley joined in the summer. The initiative then added the University of Texas System, Wellesley College and Georgetown University.

In September 2013, edX announced a partnership with Google to develop Open edX, an open source platform and its MOOC.org, a site for non-xConsortium groups to build and host courses. Google will work on the core platform development with edX partners. In addition, Google and edX will collaborate on research into how students learn and how technology can transform learning and teaching. MOOC.org will adopt Google's infrastructure.[46] The Chinese Tsinghua University MOOC platform XuetangX.com (launched Oct. 2013) uses the EdX platform.[47]

Before 2013 each MOOC tended to develop its own delivery platform. EdX in April 2013 joined with Stanford University, which previously had its own platform called Class2Go, to work on XBlock SDK, a joint open-source platform. It is available to the public under the Affero GPL open source license, which requires that all improvements to the platform be publicly posted and made available under the same license.[48] Stanford Vice Provost John Mitchell said that the goal was to provide the "Linux of online learning."[49] This is unlike companies such as Coursera that have developed their own platform.[50]

EdX currently offers 94 courses from 29 institutions around the world (as of November 2013). During its first 13 months of operation (ending March 2013), Coursera offered about 325 courses, with 30% in the sciences, 28% in arts and humanities, 23% in information technology, 13% in business and 6% in mathematics.[51] Udacity offered 26 courses. Udacity's CS101, with an enrollment of over 300,000 students, was the largest MOOC to date.[來源請求]

A range of other global MOOC providers have emerged.

Provider Type Example institutional participants Headquarters Founded
Stanford Online Non-profit Stanford University USA 2006
Khan Academy Non-profit n/a USA 2006
NPTEL Non-profit Indian Institutes of Technology, Indian Institute of Science India 2006
WizIQ Commercial IIT Delhi, Des Moines Area Community College India/USA 2007
Canvas Network Commercial Santa Clara University, University of Utah, Université Lille 1 USA 2008
Peer to Peer University Non-profit n/a USA 2009
Academic Earth Non-profit UC Berkeley, UCLA, University of Michigan, Oxford University USA 2009
Udemy Commercial Professors from Universidad de Chile, University of Chicago Law School, George Washington University, and other institutions. Other professionals are also involved. USA 2010
Udacity Commercial Georgia Institute of Technology, San Jose State University, Google, Salesforce.com, Facebook, Cloudera, Nvidia, Autodesk, Cadence USA 2012
Eliademy based on the Open Source Moodle Virtual learning environment.[52] Commercial Aalto University Executive Education The site is localized to more than 19 languages (including Latin), designed for mobile use.[52][53] Finland 2012
openHPI[54][55] n/a launched in September 2012 by the Hasso Plattner Institute at the University of Potsdam, Germany Germany 2012
FutureLearn[56][57] Commercial University of Birmingham, University of Edinburgh, University of Reading, Open University, Monash University, Trinity College Dublin, Warwick University, University of Bath, University of Southampton UK 2012
OpenLearning[58] Commercial University of New South Wales, Taylor's University, University of Canberra Australia 2012
Coursera Commercial University of Maryland, Wharton School, University of Virginia, Stanford University, University of Houston System, University of Tokyo, University of Edinburgh USA 2012
edX Non-profit MIT, Harvard University, UC Berkeley, Kyoto University, Australian National University, University of Queensland, IIT Bombay, Dartmouth College, Universidad Autonoma de Madrid USA 2012
iversity[37] Commercial Universidad Autonoma de Madrid, University of Florence, University of Hamburg EU 2013
One Month Commercial School of Visual Arts USA 2013
MOOEC Non-profit University of Queensland, Griffith University, Queensland University of Technology Australia 2013
NovoEd Commercial Stanford University, Wharton, Princeton, Darden, Comcast, Carnegie Foundation, Universidad Católica de Chile USA 2013
Open2Study[59][60] Commercial James Cook University, Griffith University, University of Wollongong, Flinders University, RMIT University, Central Institute of Technology, Sydney Institute, University of Western Sydney, Polytechnic West, Macquarie Graduate School of Management, Swinburne University of Technology, University of Newcastle, Jordan University of Science and Technology, University of Tasmania, International College of Management, Sydney, e3Learning, Enterprise Architects, Massey University, Macquarie University, Gowrie Victoria, South China University of Technology, TAFE SA, Curtin University Australia 2013
Université Numérique France Université Numérique Non-profit Institut Mines-Télécom, Conservatoire National des Arts et Métiers, École normale supérieure de Cachan, University of Paris-Sud France 2013
XuetangX Non-profit Tsinghua University China 2014

創新課程的興起

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早期cMOOCs例如CCK08和ds106用創新的教學法，分發學習材料，而不僅是一種視頻格式的講座，並把重點分別放在教育和學習，以及數位化的講故事[11][13][14][15][16][17]。

Following the 2011 launch of three stanford xMOOCs, including Introduction Into AI, launched by Sebastian Thrun and Peter Norvig[42] a number of other innovative courses have emerged. As of May 2014, more than 900 MOOCs are offered by US universities and colleges: List of MOOCs offered by US universities. As of February 2013 dozens of universities had affiliated with MOOCs, including many international institutions.[37][61] In addition, some organisations operate their own MOOCs – including Google's Power Search.

A range of courses have emerged; "There was a real question of whether this would work for humanities and social science", said Ng. However, psychology and philosophy courses are among Coursera's most popular. Student feedback and completion rates suggest that they are as successful as math and science courses [62] even though the corresponding completion rates are lower.[7]

In November 2012, the University of Miami launched its first high school MOOC as part of Global Academy, its online high school. The course became available for high school students preparing for the SAT Subject Test in biology.[63]

"Gender Through Comic Books" was a course taught by Ball State University's Christina Blanch on Instructure's Canvas Network, a MOOC platform launched in November 2012.[64] The course used examples from comic books to teach academic concepts about gender and perceptions.[65]

In January 2012, University of Helsinki launched a Finnish MOOC in programming. The MOOC is used as a way to offer high-schools the opportunity to provide programming courses for their students, even if no local premises or faculty that can organize such courses exist.[66] The course has been offered recurringly, and the top-performing students are admitted to a BSc and MSc program in Computer Science at the University of Helsinki.[66][67] At a meeting on E-Learning and MOOCs, Jaakko Kurhila, Head of studies for University of Helsinki, Department of Computer Science, claimed that to date, there has been over 8000 participants in their MOOCs altogether.[68]

In 18 June 2012, Ali Lemus from Galileo University[69] launched the first Latin American MOOC titled "Desarrollando Aplicaciones para iPhone y iPad"[70] This MOOC is a Spanish remix of Stanford University's popular "CS 193P iPhone Application Development" and had 5,380 students enrolled. The technology used to host the MOOC was the Galileo Educational System platform (GES) which is based on the .LRN project.[71]

In the UK of summer 2013, Physiopedia ran their first MOOC regarding Professional Ethics in collaboration with University of the Western Cape in South Africa.[72] This was followed by a second course in 2014, Physiotherapy Management of Spinal Cord Injuries, which was accredited by the World Confederation of Physical Therapy and attracted approximately 4000 participants with a 40% completion rate.[73][74] Physiopedia is the first provider of physiotherapy/physical therapy MOOCs, accessible to participants worldwide[75]

In March 2013, Coursolve piloted a crowdsourced business strategy course for 100 organizations with the University of Virginia.[76] A data science MOOC began in May 2013.[77]

In May 2013 Coursera announced free e-books for some courses in partnership with Chegg, an online textbook-rental company. Students would use Chegg's e-reader, which limits copying and printing and could use the book only while enrolled in the class.[78]

In June 2013, the University of North Carolina at Chapel Hill launched Skynet University,[79] which offers MOOCs on introductory astronomy. Participants gain access to the university's global network of robotic telescopes, including those in the Chilean Andes and Australia. It incorporates YouTube,[80] Facebook[81] and Twitter.[82]

In July 2013 the University of Tasmania launched Understanding Dementia, the world's first Dementia MOOC. With one of the world's highest completion rates (39%),[83] the course was recognized in the journal Nature.[84]

Startup Veduca[85] launched the first MOOCs in Brazil, in partnership with the University of São Paulo in June 2013. The first two courses were Basic Physics, taught by Vanderlei Salvador Bagnato, and Probability and Statistics, taught by Melvin Cymbalista and André Leme Fleury.[86] In the first two weeks following the launch at Polytechnic School of the University of São Paulo, more than 10,000 students enrolled.[87][88]

Startup Wedubox (Finalist at MassChallenge 2013)[89] launched the first MOOC in finance and third MOOC in Latam, the MOOC was created by Jorge Borrero (MBA Universidad de la Sabana) with the title "WACC and the cost of capital" it reached 2.500 students in Dec 2013 only 2 months after the launch.[來源請求]

In the fall 2014 Georgia Institute of Technology launched the first MOOD (massive online open degree) (Master's degree) in computer science for $7000 by partnering with Udacity and AT&T.[90][91][92]

In September 2014, the high street retailer, Marks & Spencer partnered up with University of Leeds to construct an MOOC business course "which will use case studies from the Company Archive alongside research from the University to show how innovation and people are key to business success. The course will be offered by the UK based MOOC platform, FutureLearn.[93]

On 16 March 2015, the University of Cape Town launched its first MOOC, Medicine and the Arts on the UK-led platform, Futurelearn.[94]

學生體驗與教育學

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所服務的學生範圍

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2012年6月超過150萬人在Cou rsera，Udacity和/或EDX註冊。[95][96] 截至2013年註冊學生呈現廣泛性、多樣化和非傳統性，但主要集中在英語為母語的富裕國家。截止到 2013年3月，Coursera就已登記註冊約280萬位學生。[51] 到2013年10月，Coursera招生繼續猛增到超過500萬，而EDX已經獨立達到130萬。[62]

Coursera 的入學者
國家 百分比
美國 27.7%
印度 8.8%
巴西 5.1%
英國 4.4%
西班牙 4.0%
加拿大 3.6%
澳大利亞 2.3%
俄羅斯 2.2%
其他國家 41.9%

號稱「亞洲第一慕課」課程是香港科技大學通過Coursera在2013年4月創辦的，其註冊學生17000名。約60％來自「富國」和 剩餘的多數人來自亞洲、南非、巴西和墨西哥中等收入國家。其他訪問網際網路受到限制的地區很少有學生參選課程。中國學生可能由於政府的政策而受到阻礙。[97]

2013年5月科勒指出，大多數參加Coursera課程的人已經獲得大學本科學歷。[98]

史丹佛大學對一組更為普遍的群體---學生中的「積極學習者」，即那些積極參加慕課而不僅僅是註冊過的學生進行調查。該研究發現高中生中的積極學習者64%為男性，大學生和研究生水平的積極學習者88%為男性。[99]

來自史丹佛大學的學習分析小組研究定義了四種類型的學生：聽課型學習者，全程觀看視頻學習但很少了參加小測驗或考試;完成型學習者，聽了大部分的講座和參加了大多數評估測試;脫離型學習者，快速在課程中掉隊;和抽樣式學習者，可能只是偶爾收看講座。[99] 他們所占的百分比如下表：[100]

課程 聽課型學習者 完成型學習者 脫離型學習者 抽樣式學習者
高中生 6% 27% 29% 39%
本科生 6% 8% 12% 74%
研究生 9% 5% 6% 80%

喬納森·哈伯主要調研學生學習的內容和學生人口統計。大約有一半來自其他非英語母語國家的學生參加美國的課程。他發現了一些課程很有意義，尤其是涉及閱讀理解的課程。講座之後的多項選擇題對學生而言是一種挑戰性，因為他們是「恰到好處的問題 」。小組討論板能夠創造最佳的討論氛圍。大群體的討論可以是「非常非常周到，卻真的會誤導別人」，因為長時間的討論往往是老生重彈或「老一套陳舊的正反論。」[101] MOOC helps everyone to learn according to their own pace . It helps us to access lectures from prestigious universities . It is also an cost effective medium .

教育經驗

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在2013年，高等教育紀事報調查103名慕課教授。「雖然有些導師課前準備僅花費「幾十個小時，但是通常情況下在慕課開講之前，教授花超過100小時錄製在線視頻講座並做其他準備。」教授每周在課程上花8-10小時，其中包括參加論壇討論的時間。[102]

中位數分別為：33000學生入學; 2600通過考試; 1個助教協助帶班。74％的人使用自動評分，34％的學生相互評分，97％的教官使用原創視頻，75％的人使用開放教育資源，27％的人使用其他資源。9％的學生要求使用實體教科書和5％要求使用電子書。[102][103]

不同於傳統的課程，慕課需要攝像師、教學設計者IT專家和平台專家提供額外的技能。喬治亞理工大學教授凱倫黑德報告稱有19人為他們的慕課的工作而且需要更多人手來做。[104] 由於選課者眾多，和媒體/內容共享網站相似，慕課平台也需要具有實用性。慕課通常使用雲端運算 and are often created with authoring systems. Authoring tools for the creation of MOOCs are specialized packages of educational software like Elicitus, IMC Content Studio and Lectora that are easy-to-use and support e-learning standards like SCORM and AICC.

完成率

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完成率通常低於10％，在第一周參與度就有明顯的下滑。2012年秋季，杜克大學課設的生物電學課程有12725學生選課，但只有7761看過視頻，3658嘗試了考試，345參加了期末考試，而只有313人通過考試，獲得了證書。[105][106]

Coursera早期數據表明完成率在7％-9％之間。[107] 據科勒和寧，大多數註冊學員只想算更多地了解所選話題，而不是為了完成課程。第一個任務完成率是45％左右。旨在防止學生作弊而付費50美元的這類課程的完成率在70%。[108]

某個網上調查公布了「十大」 逐漸棄課的原因。[109] 這些原因包括課程所需時間太多，課程太難或太基礎。涉及到課程設計不佳的原因包括「講座令人厭倦」，課程只是講座式的視頻，缺乏對課程講解方法和講解模式的介紹，講解方法笨拙並且總在討論區討論。這些原因中還提到了隱性成本增長，包括需要閱讀一些導師編寫的學習材料，這些材料通常十分昂貴，這樣就在很大程度上限制學生獲取學習材料的途徑。[7] 其他未完成課程的用戶在註冊之後只是「 隨便逛逛 」或者學習部分知識，並不是為了獲得證書。[7] 供應商正在嘗試探索多種方法以使很多通常完成率僅為個位數的課程提高完成率。

通常約10％的學生簽署協議完成課程。[2] 大多數參與者會在周邊隱藏式（「潛伏」）參加。例如，在2008年第一批慕課中的某慕課有2200名註冊會員，其中150名學員在不同的時間段中積極互動。[110]

學生仍然可以選擇在哪裡學、學什麼、如何學及與誰學，只是不同的學生行駛控制權的程度不同。[111]

學習者包括傳統大學學生、有學位的專業人士、教育工作者、商務人士、研究人員和其他人對網絡文化感興趣人員。[107]

The effectiveness of MOOCs is an open question as completion rates are substantially less than traditional online education courses.[112][113] Alraimi et al. explained in their research model a substantial percentage of the variance for the intention to continue using MOOCs, which is significantly influenced by perceived reputation, perceived openness, perceived usefulness, perceived, and user satisfaction. Perceived reputation and perceived openness were the strongest predictors and have not previously been examined in the context of MOOCs.[113]

教學設計

編輯
外部影片連結
 
  YouTube上的10 Steps to Developing an Online Course: Walter Sinnott-Armstrong, Duke University[114]
  Designing, developing and running (Massive) Online Courses by George Siemens, Athabasca University[115]

許多MOOCs使用視頻講座，使用新的技術來沿用舊形式教學模式。[112][116] 特龍先於總統科技顧問委員會（英語：President’s Council of Advisors on Science and Technology）（PCAST）證明慕課應該能對聽者提出挑戰，而不僅僅是講座，這些評估所產生的數據量是可以通過幕後大規模機器調研進行評估。他說這種做法消除了老一套的指導老師教學成果和學生的學習成果的謬見，並替換為以證據為基礎的「現代的、數據驅動的教育方法，這種方法可能為「教育的根本轉變」提供指向。[117]

有的人通過觀看和閱讀由慕課製作的視頻和教科書另一形式的材料。羅格斯大學的大衛芬格爾德認為「慕課是全新教材」。[118] 一個關於EDX學生習慣的研究發現，為獲得證書的學生一般連續觀看視頻超過6到9分鐘。時長為12-15分鐘的視頻他們會看前4.4分鐘（中位數）。[119] 一些傳統的學校把在線和線下學習融為一體，有時也被稱為翻轉課。學生在家觀看在線演講，在家完成課題任務，並與教師在課堂上互動。這種融合教學方式甚至可以改善學生在需要親自參加的傳統課堂上的表現。2012年秋某個由聖何塞州和EDX共同舉辦的測試發現，把在線課程的內容合併到一個在校園開設的為贏取學分的課程中去可以使通過率從沒有在線課程進行輔助時的55%增加到91%。「我們不建議選擇一個只有在線經驗而非融合學習經驗的課程「來自Coursera的吳說道。[62]

由於大規模的擴招，慕課要求教學設計要有利於大規模的反饋和互動。為此所採取的兩種基本方法是：

  • 同行評審和團隊協作
  • 通過客觀的在線評估進行自動反饋，如測驗和考試。[120] 機器自動評估的書面作業也正在研發中。[121]

所謂關聯主義慕課依靠第一種方法；廣播慕課更依賴於第二種方法。[122] 這標誌著cMOOCs與xMOOCs之間的關鍵區別在於'C'代表'關聯主義「，而xMOOCs中的x代表擴展（如x在TEDx，EDX所表達的含義），x也表明慕課旨在區別於其他東西（例如大學課程）。[123]

評估可能是最不容易在網上實施的活動，而在線評估又可以很不同於傳統的實體教學評估。[120] 人們特別關注監考和作弊問題。[124]

相互評審往往是依靠參考答案或評估標準，引導各核分人如何給不同答案給分。這些用於互評的評分標準要比給主教的評分標準簡單。學生應通過給別人評分 而[102]學習，更多地參與到課程中去 。[103]考試可以在區域測試中心進行監考。其他方法，包括「美國中央情報局的竊聽技術」允許在家或者在辦公室測試，並通過網絡攝像頭監控或者用滑鼠單擊輸入形式進行監測。

Peer review is often based upon sample answers or rubrics, which guide the grader on how many points to award different answers. These rubrics cannot be as complex for peer grading as for teaching assistants. Students are expected to learn via grading others[125] and become more engaged with the course.[7] Exams may be proctored at regional testing centers. Other methods, including "eavesdropping technologies worthy of the C.I.A." allow testing at home or office, by using webcams, or monitoring mouse clicks and typing styles.[124] Special techniques such as adaptive testing may be used, where the test tailors itself given the student's previous answers, giving harder or easier questions accordingly.

"The most important thing that helps students succeed in an online course is interpersonal interaction and support", says Shanna Smith Jaggars, assistant director of Columbia University's Community College Research Center. Her research compared online-only and face-to-face learning in studies of community-college students and faculty in Virginia and Washington state. Among her findings: In Virginia, 32% of students failed or withdrew from for-credit online courses, compared with 19% for equivalent in-person courses.[62]

Assigning mentors to students is another interaction-enhancing technique.[62] In 2013 Harvard offered a popular class, The Ancient Greek Hero, instructed by Gregory Nagy and taken by thousands of Harvard students over prior decades. It appealed to alumni to volunteer as online mentors and discussion group managers. About 10 former teaching fellows also volunteered. The task of the volunteers, which required 3–5 hours per week, was to focus online class discussion. The edX course registered 27,000 students.[126]

Research by Kop and Fournier[111] highlighted as major challenges the lack of social presence and the high level of autonomy required. Techniques for maintaining connection with students include adding audio comments on assignments instead of writing them, participating with students in the discussion forums, asking brief questions in the middle of the lecture, updating weekly videos about the course and sending congratulatory emails on prior accomplishments to students who are slightly behind.[62] Grading by peer review has had mixed results. In one example, three fellow students grade one assignment for each assignment that they submit. The grading key or rubric tends to focus the grading, but discourages more creative writing.[101]

A. J. Jacobs in an op-ed in the New York Times graded his experience in 11 MOOC classes overall as a "B".[127] He rated his professors as '"B+", despite "a couple of clunkers", even comparing them to pop stars and "A-list celebrity professors." Nevertheless he rated teacher-to-student interaction as a "D" since he had almost no contact with the professors. The highest rated ("A") aspect of Jacobs' experience was the ability to watch videos at any time. Student-to-student interaction and assignments both received "B-". Study groups that didn't meet, trolls on message boards and the relative slowness of online vs. personal conversations lowered that rating. Assignments included multiple choice quizzes and exams as well as essays and projects. He found the multiple choice tests stressful and peer graded essays painful. He completed only 2 of the 11 classes.[127][128]

行業

編輯

慕課被廣泛看作是高等教育的一個更具破壞性創新的重要組成部分。[129][130][131] 特別是在傳統大學的商業模式所提供的許多服務預計將被分類定價（英語：unbundling），並單獨出售給學生或以新的形式打包出售。[132][133] 慕課可以從現有的服務包中出售教學內容、評估及/或者安排工作從而對當前的商業模式提出了挑戰。[129][134][135]

President Barack Obama has cited recent developments, including the online learning innovations at Carnegie Mellon University, Arizona State University and Georgia Institute of Technology, as having potential to reduce the rising costs of higher education.[136]

韋恩州立大學在線課程項目主任詹姆斯馬諾介紹了一種可能性創新：

接下來的顛覆性創新可能會標誌著一個轉折點：一個完全免費的在線課程也可以頒發經認證機構認證的學位。有了這個新的商業模式，學生可能需要付費來證實自己的證書，而獲取證書這一過程無需付費。一旦免費獲得學位授予的課程出現，高等教育的商業模式將發生不可逆轉的巨大改變。[137]

但是，目前還不清楚大學如何從「免費在線贈送自己的產品」中受益。[138]

對此，至今還沒有人找到有效的模式。我估計當前所有的合資企業以失敗告終，因為期望值實在過高。人們認為某些事情流行起來就像野火一樣不可收拾。但更可能的是，也許十多年之後後，人們才會知道該如何運作冰刺能夠中獲利。

——詹姆斯格里梅爾曼，紐約法學院教授[138]

Principles of openness inform the creation, structure and operation of MOOCs. The extent to which practices of Open Design in educational technology[139] are applied vary.

Attributes of major MOOC providers[140]
Initiatives For profit Free to access Certification fee Institutional credits
EdX 否 是 是 否
Coursera 是 是 是 部份
Udacity 是 否 是 部份
Udemy 是 部份 是 部份
P2PU 否 是 否 否

收費方式

編輯

在免費增值業務模式中，基本產品 - 課程內容 - 是免費發放的。安德魯吳認為「 內容收費將是一場悲劇 」。但增值服務，如認證或實習安置將會收取一定的費用。[51]

當然，開發人員可以對教育機構收取材料使用許可費。入門課程或基礎課程及一些補救課程可能賺得最多的錢。免費入門課程，可能會吸引新學生加入後續收費類課程。混合課程提供慕課材料並進行面對面親自指導。供應商可以向他們培養出的學生的雇主收費。學生可以付費參加有人監考的考試來獲取某個能夠授予學位的大學的轉換學分或結業證書。[138] Udemy allows teachers to sell online courses, with the course creators keeping 70–85% of the proceeds and intellectual property rights.[141]

Coursera found that students who paid $30 to $90 were substantially more likely to finish the course. The fee was ostensibly for the company's identity-verification program, which confirms that they took and passed a course.[62]

三大慕課提供商的潛在收入來源[142][143][144]概述
edX Coursera UDACITY
  • 認證
  • 認證
  • 安全評估
  • 員工招聘
  • 篩選申請人
  • 家教輔導或布置作業
  • 企業為經營自己的培訓課程所付的費用
  • 贊助費
  • 學費
  • 認證
  • 雇主為招收特長生而繳費
  • 學生簡歷和職位匹配服務
  • 高科技技能課程獲得的贊助費

在2013年2月在美國教育委員會（ACE）還是推薦其成員從少數的慕課提供轉換學分，然而甚至連發表課程的學校也表明他們不會這麼做。[145] 2013秋季開始，威斯康辛大學提供多元化的能力本位（英語：Competency-based learning）學士學位和碩士學位，這是第一個在系統範圍基本原則上這樣做的公立大學。學校鼓勵學生參加在大學在線課程如慕課並在學校完成評估測試以獲得學分。[來源請求] 截至2013幾乎沒有同學在慕課申請大學課程學分。[來源請求] 科羅拉多州立大學的全球校園（英語：Colorado State University-Global Campus）提供在線學分之後的一年內，沒有收到任何申請。[146]

Academic Partnerships（學術夥伴關係）是一家幫助公立大學將他們的課程移到網上的公司。其董事長蘭迪·貝斯特「 很坦率地說，我們一開始的時候就把它作為一項擴大招生的運動。但是72〜84％參加第一期培訓班的學生又支付參加第二期培訓班。」[147]

當Coursera得到了很大一部分的收益 – 仍不要求最低消費額 – 非營利組織EDX要求課程提供者支付最低消費額，但同時他們只拿走與每個課程所需要的支持度相關聯一小部分收入。[148]

挑戰和批評

編輯

慕課指南[149]列出了協作式慕課可能面臨的5個的挑戰：

  1. 依靠用戶生成的內容可以產生一個混亂的學習環境
  2. Digital literacy is necessary to make use of the online materials
  3. 從參與者所需的時間和精力可能超過了學生在一個免費的在線課程中願意承諾的。
  4. 一旦課程被公布，內容將被大量的學生重新改造和重新詮釋，使得教師難以控制課程軌跡。
  5. 參與者必須自我調節並設定自己的目標

These general challenges in effective MOOC development are accompanied by criticism by journalists and academics.

一些關於'領土'性質的慕課爭議[150]很少圍繞以下話題討論：1. 誰登記註冊（學習）/和完成課程；2. 課程跨越國家邊界擴展帶來的影響，關於相關性和知識轉移潛在的困難；3. 是否需要對當地相關事件和需求進行具體研究。

其他與早期慕課相關聯的特徵如內容的開放許可證，開放的結構和學習目標，社區為中心等可能不存在於所有慕課項目。[4]

摩西·Y·瓦迪（英語：Moshe Y. Vardi）等人感概慕課對高等教育結構的影響。他發現了「慕課缺乏嚴肅教學法」，其實這是所有高等教育所面臨的問題。他批評這種「短又不精細的視頻塊、交錯在線測驗伴有社交網絡」的教學模式。」[需要解釋] 造成這一現象的深層的原因之一是慕課降低成本的壓力，這可能加害的高等教育產業。[151]

The changes predicted from MOOCs generated objections in some quarters. The San Jose State University philosophy faculty wrote in an open letter to Harvard University professor and MOOC teacher Michael Sandel:

Should one-size-fits-all vendor-designed blended courses become the norm, we fear two classes of universities will be created: one, well-funded colleges and universities in which privileged students get their own real professor; the other, financially stressed private and public universities in which students watch a bunch of video-taped lectures.[152]

美國大學教授協會（英語：American Association of University Professors）的前會長卡里·納爾遜（英語：Cary Nelson）斷言慕課不是供應證書的可靠手段。他認為「把講座放到網上是可以的，但是如果要將其取代大學實體課程，這個計劃只能貶低學位課程。」美國教師聯合會（英語：American Federation of Teachers）高等教育計劃和政策委員會主席桑德拉·施洛德表示擔憂，「離開強而有序的大學課程體系，這些學生不太可能獲得成功。」[153]

有60％的安默斯特學院教師拒絕了與EDX合作的機會，原因是EDX課程與他們的研討式課程和個性化的反饋工作不兼容。有些人關心如「信息發布」式的講座的教學模式，講座後通過多項選擇題考試和相互評分諸類此類問題。在2013年春季，杜克大學的教師採取類似的立場。大眾也關心慕課對第二、三級學院的影響和創建教授派頭星系所帶來的影響。[121]

至少有這樣一個取代慕課的方式受人提倡：分布式開放協作課程（DOCC）挑戰導師的功能、等級、金錢和群體等角色。 DOCC認為追求知識可以不通過一個集中又單一的教學大綱來達成，即專有知識分散到所有的參與者中，而不只是屬於一個或兩個人。[154]

雖然MOOC的最終目是教育更多的人，最近很多人批判慕課在可獲取性差，課程體系西化導致很多他們本想留住的目標聽眾無法獲取課程。[155]

參見

編輯

參考資料

編輯
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編輯

UNLOCKING the GATES: How and Why Leading Universities Are Opening Up Access To Their Courses; Taylor Walsh, Princeton University Press, 2011. ISBN 978-0-691-14874-8

取自「https://zh.wikipedia.org/w/index.php?title=User:Stang/Draft:大规模开放在线课堂&oldid=54960424」