This book aims at discussing the development of MOOCs in China in relation to MOOCs in other countries or areas. Based on the history of MOOCs, we summarize and compare the development of MOOCs in China and other countries with empirical evidence from a comprehensive investigation about MOOCs in Asian, United States, and Europe. Then we discuss about the importance of MOOCs in China and its role in the reform of higher education system, and the model of teaching and learning in China. After all, we provide suggestions about how to improve MOOCs at the national, institutional, and individual level.
In this book, we analyse and present the current construction and development of MOOCs in China from four dimensions including platforms, courses, learners, colleges and universities based on huge empirical evidence from a comprehensive investigation of 14 platforms, 42 universities, 1388 MOOCs, and 22895 learners. Our investigation mainly focused on seven topics: platform construction and operation, learner groups, curriculum organization form, teaching interaction, learning evaluation model, learning support service, and courses certification and academic score system.
Based on the investigation, we found there is an emerging trend of collaboration among government, universities and enterprise in the development of MOOCs in China, which provides great opportunities to build an innovative educational service system for all kinds of learners. We also discuss our findings in relation to the corresponding development of MOOCs in United States, Europe and other regions and then focus on the unique challenges that China faces, such as the lack of deep learning in MOOCs, the low information literacy and self-regulated learning abilities of MOOC learners, the lack of individualized support for MOOC learners, and so on. At last, this book summarizes the overall development of MOOCs in China and other countries and then put forward the future trends and suggestions in this field.
İçerik tablosu
1. The international comparison and trend analysis of the development of MOOCs in higher education.- 1.1 Introduction: ICT, OER and higher education internationalisation.- 1.2 MOOC challenges and current status.- 1.3 Research background and methodology.- 1.4 Emerging patterns of international collaboration fostered by MOOCs.- 1.5 MOOCs and complexity.- 1.6 Conclusions.- 2. Emergence and Development of MOOCs.- 2.1 MOOCs and Their Evolution.- 2.2 International Development of MOOCs.- 2.3 Development of MOOCs in China.- 2.4 Controversies about MOOCs.- 3. Innovative and Revolutionary Potential of MOOCs.- 3.1 Innovations of c MOOCs.- 3.2 Innovations of x MOOCs.- 3.3 Potential of MOOCs to Make a Change in Higher Education.- 4. Overview of Research on Chinese MOOCs.- 4.1 Platforms and Courses.- 4.2 Colleges and Universities.- 4.3 Learners.- 5. Construction of MOOC Platforms in China.- 5.1 Overview of Construction of MOOC Platforms in China.- 5.2 Observations on Major Platforms.- 5.3 Platform Construction Analysis.- 5.4 Summary.- 6. Learner Analysis of Chinese MOOCs.- 6.1 Basic Information of Learners.- 6.2 MOOCs Learning Experience.- 6.3 Learning Preferences.- 6.4 Learning Motives.- 6.5 Teaching Learning Interaction.- 6.6 Learning Satisfaction.- 6.7 Learning Difficulties.- 6.8 Learning Platforms and Tools.- 6.9 Learning Qualities.- 7. Basic Information of MOOCs in China.- 7.1 Development Status of MOOCs in China.- 7.2 Organization Forms of MOOCs in China.- 7.3 Summary.- 8. Design Model for MOOCs in China.- 8.1 Pedagogics of MOOCs in China.- 8.2 Design Mode.- 8.3 Design of Micro Courses of MOOCs in China.- 8.4 Suggestions on Design of MOOCs in China.- 9. Instructional Interaction of MOOCs in China.- 9.1 Overview of Interaction in the Courses.- 9.2 Investigation of Instructional Interaction in Learners.- 9.3 Instructional Interaction in Various Courses.- 9.4 Analysis of Instructional Interaction in MOOCs.- 10. Evaluation Models of MOOCs in China.- 10.1 Overview of Evaluationin the Courses.- 10.2 Evaluation in Various Courses.- 10.3 Analysis of Evaluation Models of MOOCs.- 11. Learning Support of MOOCs in China.- 11.1 Overview of Learning Support.- 11.2 Learning Support for Courses of Various Types.- 11.3 Analysis of Learning Support in MOOCs.- 12. Introduction, Construction, Usage and Management of MOOCs in China.- 12.1 Current Situation and Progress Made in Educational Informationization.- 12.2 Development Status of MOOCs in Universities.- 12.3 Summary.- 13. Certificate Authentication and Credit System of MOOCs in China.- 13.1 Charges and Certificate Granting.- 13.2 MOOCs Credit Recognition of Higher Learning Institutions.- 13.3 Organizational Forms of MOOCs Credit Recognition.- 14. Conclusions of Construction and Development of MOOCs in China.- 14.1 Ten Characteristics of Construction and Development of MOOCs in China.- 14.2 Eight Challenges Faced by Construction and Development of MOOCs in China.- 14.3 Summary.
Yazar hakkında
Qinhua Zheng is director of Research Center of Distance Education, BNU. He earned his Ph D from Beijing Normal University, China. He has initiated and led many successful projects. Areas of his research interests include the Cost-Effectiveness Analysis of Distance Education, Quality Assurance of e-Learning, Massive Online Open Courses, Learning Analytics, Big Data in Education. He has published over 60 scientific papers and 5 books on these topics. These years, his researches mainly focused on how to build the model to explain the online learners’ competency during their web-based learning, and how to use data to show and assess teaching and learning. He has developed the software “Wisdom Line” to support the online learning institutes in China based on the researches.
Prof. Chen Li, Vice president of Beijing Normal University (BNU). Since 2005, she has worked as a professor in Research Center of Distance Education. Meanwhile, she also worked as a visiting scholar at Open University in UK and Open University in HK. Professor Chen’s research mainly focuses on Distance Education & Lifelong Learning. she has been undertaking more than 10 large-scale projects. She is currently leading the projects “Quality Assurance Standard on Distance Education for China” and “Survey on Lifelong Learning Literacy for Adult in Beijing”. She has published 10 books and more than 100 academic papers.
Prof. Dr. Daniel Burgos works as Vice-rector for Knowledge Transfer & Technology, UNESCO Chair on e Learning and ICDE Chair in OER at Universidad Internacional de La Rioja. He is also Director of the Research Institute for Innovation & Technology in Education. He contributes to research and implementation projects about social entrepreneurship (Social Seducement), regional Open Education (Open Med), clustered Open Education (Open Educators Factory), funded by the European Commission and Worldwide. His interests mainly focus on Educational Technology and Innovation: Adaptive/Personalised and Informal e Learning, Open Education, Learning Analytics, Social Networks, e Games, and e Learning Specifications. He has published over 100 scientific papers and 15 books on these topics. He has been the jury chair of the 2016 UNESCO Prize for the Use of ICTs in Education. He holds degrees in Communication (Ph D), Computer Science (Dr. Ing), Education (Ph D), Anthropology (Ph D) and Business Administration (DBA).
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