地方高校MOOCs课程学生评价体系建设初探

从2012年开始,MOOCs （大规模开放在线课程, Massive open online courses）作为一种新兴的网络教育模式,受到了高等教育界与广大学者的广泛关注。同时,Coursera、Udacity以及edX这三家MOOCs课程平台取得的井喷式的发展,更是颠覆了人们对于网络在线教育的传统认知。而对于中国来说,在北京大学、清华大学、复旦大学、上海交通大学等知名高校的带动下,更多的高校尤其是地方高校参与到MOOCs的本土化建设中来。在具体的实践过程中,关于MOOCs如何进行学生评价,本文列举了一些国外知名MOOCs课程平台的评价方式,并在此基础上,结合地方高校实际,提出一些可行的MOOCs课程学生评价方法。     

Open educational resources: an analysis of Minnesota State Colleges and Universities student preferences

The cost of college tuition and textbooks continues to rise and can function as a barrier to education for many students. This study evaluated Minnesota State Colleges and Universities students’ attitudes towards different types of learning material (e.g. commercially printed textbooks, eBooks and open educational resources (OERs)) and class type preferences (e.g. on-campus, hybrid and online). In addition, students indicated that they had ever chosen not to purchase a required textbook as well as how much they pay on average for a single textbook and approximately how much they paid for textbooks in the most recent semester. Cost was noted as a common deterrent; however, a more frequent reason provided by students for not buying a textbook was being able to adequately complete assignments without the textbook. This indicates that instructional method might be more of an issue than cost. OERs would lower these costs, but few students have been exposed to this kind of learning material and the overall impact on teaching quality is still largely unknown. The differences between two-year institutions and four-year institutions are examined and ideas to remedy the problem are noted.     

慕课背景下GIS课程分层混合教学设计与实践

以人文地理与城乡规划专业的地理信息技术设计与应用课程为例,尝试引入分层混合教学模式,考虑学生的共性和个性需求来实现慕课与传统课堂教学的融合,探索改革GIS教学内容、教学方法和教学评价,提升GIS课程的整体教学效果,试图为高校GIS课程改革实践提供参考     

MOOCs to university: a consumer goal and marketing perspective

In this paper we apply consumer goal theories to an educational context by examining how completion of a MOOC (Massive Open Online Course) may motivate enrolment in a university course. We contend that individuals who finish a MOOC are more likely to establish a new goal intention for university than those who do not finish. This new goal intention is likely to be prompted by the individual’s satisfaction with their MOOC experience as well as a sense of discontent in not having fulfilled their broader educational goals. For those who do set a new goal for university study, we contend that the institute hosting the MOOC is likely to form part of the consideration set used by individuals to narrow down their choice of tertiary provider. Moreover, we argue that this same host institute is likely to be chosen from the consideration set where the MOOC experience is a satisfying one and where a strong link can be established between the pedagogical and delivery approaches used in both the MOOC and university settings. This research has implications for how tertiary institutes create and use MOOCs, and offers insights into how providers can more effectively market higher education courses to those progressing through a MOOC pathway.     

高校英语教学在老龄事业发展中的角色分析

我国人口老龄化对经济社会发展的影响将进一步深化,老年工作在改革发展稳定大局中的地位尤为重要。高校作为社会力量应承担起一份社会责任。而随着"慕课"教学的发展和扩大,高校英语可以通过"慕课"教学的方式,达到服务老龄事业关爱老年,增强老年人的归属感、幸福感,帮助老年人自立自强。     

论慕课视阈下的高校思想政治理论课教学

高校思想政治理论课在做人的思想政治工作方面具有重要的作用,推进课程教学方法改革、实现教学模式创新是增强思想政治理论课实效性的关键。而慕课,就是一种新的教学模式,值得尝试和推进。     

MOOCs as a massive research laboratory: opportunities and challenges

Massive open online courses (MOOCs) offer many opportunities for research into several topics related to pedagogical methods and student incentives. In the context of over 20 years of online learning research, we discuss lessons to be learned from observational comparisons and experiments on randomly chosen groups of students. We target two MOOCs for our study. We investigate dropout rates and how students who decide to drop out differ from those who continue courses. We discuss class forums and video lectures and how these interactions correlate with achievement. We explore the strong correlation between procrastination and achievement and implications for MOOC design. We examine the role of certifications offered by MOOCs and how different options can affect outcomes. We also examine the potential of linking data across courses. We discuss survey data in the context of these MOOCs. These research opportunities offer big data challenges, which are addressed with parallel computing techniques.     

面向服务的MOOCs 分析与教学设计研究

MOOCs正吸引着大规模、不同背景、不同认知风格和需求的学习者,如何高效地为其提供个性化学习服务已经成为MOOCs研究的关键问题之一。该研究基于服务科学理念提出MOOCs教学与服务科学之间的关系,调查与分析了学习者对MOOCs的服务需求,梳理了较为突出的问题,即：学习过程服务持续性、资源设计的相关性、教师指导与支持服务质量等,进而构建了面向服务的MOOCs教学模型,提出了其构建策略及服务的运行过程。该文旨在促进MOOCs的持续完善,支持和促进学习者的个性化学习。     

The Influence of MOOCs on Chinese Mainland Education

The global massive open online courses (MOOCs) have emerged and well developed, and it has a great impact on Chi?nese mainland education. This paper shows the current situation of the development of MO...     

MOOC在线学习困难与学习支持调查研究——以《红楼梦》为例

大规模开放在线课程（MOOC）为全世界学习者提供了宝贵的学习机会,在线课程的低完成率给学习者带来巨大的困扰,了解学习的困难和提供学习支持对学习者极其重要。以Coursera平台上在线课程《红楼梦》的学习者为调查对象,通过问卷调查与论坛数据分析,结果显示MOOC学习困难集中在内容理解难度大,时间投入多、自我管理欠缺、互评标准把握不准和平台操作等方面,学习者希望从推送相关资料、增加视频交流、提供随时笔记、反馈个性化学习体验等方面得到学习支持。