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User:Stang/Draft:大规模开放在线课堂

< User:Stang
慕课海报中的每一个字母带可协商性问题，以探讨慕课（大规模开发式在线课程）的含义。

大规模开放式在线课程（简称MOOC慕课；/muːk/）是一种旨在通过网络无条件无限制地开放学习途径的在线课程。除了提供传统的课程教材如视频、讲义和练习题等，慕课还有交互式用户论坛，帮助学生、教授和助教创建讨论社区。远程教育在2012年开始出现[1][2]，慕课是近期对远程教育的进一步发展[3]。早期慕课经常强调开放式接入功能，如内容、结构和学习目标的关联主义和开放许可证，以促进资源的再整合、再利用。不久之后慕课关闭课程教材的开放许可，同时保持学生的自由登入。[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]

历史背景

What is a MOOC?, December 2010

先行者

主条目：远程教育

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

采访乔治·西蒙斯
File:Connectivism and Connective Knowledge (CCK08) course network.png
这个网路图展示了斯蒂芬唐斯和乔治西蒙斯08年设立的关联主义以及相关知识的课程具有分布性特征，这是最早一批慕课中的一个课程和这个课程促使MOOC这个术语为大众接受和采纳。[11]
File:Li Powell Olivier 2014 xMOOC cMOOC significant differences table.jpg
Tabulation of the significant differences between xMOOC and cMOOC.[12]

第一个慕课从開放教育資源运动中应运而生。MOOC这个术语是2008年愛德華王子島大學的戴夫·科米尔为了回应关联主义及其相关知识的课程（也称为CCKO8）而创造的。CCK08是由阿萨巴斯卡大学（英语：Athabasca University）的乔治·西蒙斯（英语：George Siemens）和（加拿大）国家研究委员会的斯蒂芬·唐斯（英语：Stephen Downes）共同发起的。由25个来自曼尼托巴大学推广教育学院的自费学生和超过2200个分文未取的大众在线学生组成。[13] 所有的课程可以通过RSS订阅找到，在线学生可以通过协作工具来参与课程，例如博客文章、模块化面向对象的Moodle和第二人生讨论会。[11][14][15] 斯蒂芬·唐斯认为这些所谓的cMOOCs比目前的xMOOCs更有创意、更具活力，而xMOOCs类似于电视节目和数字教科书。[13]

其他的慕课相继应运而生。玛丽华盛顿大学的吉姆格鲁姆和来自纽约大学，纽约市立大学迈克尔·布兰森史密斯在几所高校举办慕课。早期慕课没有依靠资源发布、学习管理系统，也不依靠学习管理系统与更多开放式资源混合之后的结构体。私有慕课到非营利机构慕课都强调突出教职员工和扩大现有的远程教育产品（例如，播客）到自由开放的在线课程中去。

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

 
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提供商的的兴起

根据纽约时报, 2012年已经成为"MOOC之年"，这是因为兴起了几个资金充足的提供商，并联合顶级大学，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

创新课程的兴起

早期cMOOCs例如CCK08和ds106用创新的教学法，分发学习材料，而不仅是一种视频格式的讲座，并把重点分别放在教育和学习，以及数字化的讲故事[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]

学生体验与教育学

所服务的学生范围

2012年6月超过150万人在Cou rsera，Udacity和/或EDX注册。[95][96] 截至2013年注册学生呈现广泛性、多样化和非传统性，但主要集中在英语为母语的富裕国家。截止到 2013年3月，Coursera就已登记注册约280万位学生。[51] 到2013年10月，Coursera招生继续猛增到超过500万，而EDX已经独立达到130万。[62]

Coursera 的入学者
国家 百分比
美国 27.7%
印度 8.8%
巴西 5.1%
英国 4.4%
西班牙 4.0%
加拿大 3.6%
澳大利亚 2.3%
俄罗斯 2.2%
其他国家 41.9%

号称“亚洲第一慕课”课程是香港科技大學通过Coursera在2013年4月创办的，其注册学生17000名。约60％来自“富国”和 剩余的多数人来自亚洲、南非、巴西和墨西哥中等收入国家。其他访问互联网受到限制的地区很少有学生参选课程。中国学生可能由于政府的政策而受到阻碍。[97]

2013年5月科勒指出，大多数参加Coursera课程的人已经获得大学本科学历。[98]

斯坦福大学对一组更为普遍的群体---学生中的“积极学习者”，即那些积极参加慕课而不仅仅是注册过的学生进行调查。该研究发现高中生中的积极学习者64%为男性，大学生和研究生水平的积极学习者88%为男性。[99]

来自斯坦福大学的学习分析小组研究定义了四种类型的学生：听课型学习者，全程观看视频学习但很少了参加小测验或考试;完成型学习者，听了大部分的讲座和参加了大多数评估测试;脱离型学习者，快速在课程中掉队;和抽样式学习者，可能只是偶尔收看讲座。[99] 他们所占的百分比如下表：[100]

课程 听课型学习者 完成型学习者 脱离型学习者 抽样式学习者
高中生 6% 27% 29% 39%
本科生 6% 8% 12% 74%
研究生 9% 5% 6% 80%

乔纳森·哈伯主要调研学生学习的内容和学生人口统计。大约有一半来自其他非英语母语国家的学生参加美国的课程。他发现了一些课程很有意义，尤其是涉及阅读理解的课程。讲座之后的多项选择题对学生而言是一种挑战性，因为他们是“恰到好处的问题 ”。小组讨论板能够创造最佳的讨论氛围。大群体的讨论可以是“非常非常周到，却真的会误导别人”，因为长时间的讨论往往是老生重弹或“老一套陈旧的正反论。”[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 .

教育经验

在2013年，高等教育紀事報调查103名慕课教授。“虽然有些导师课前准备仅花费“几十个小时，但是通常情况下在慕课开讲之前，教授花超过100小时录制在线视频讲座并做其他准备。”教授每周在课程上花8-10小时，其中包括参加论坛讨论的时间。[102]

中位数分别为：33000学生入学; 2600通过考试; 1个助教协助带班。74％的人使用自动评分，34％的学生相互评分，97％的教官使用原创视频，75％的人使用开放教育资源，27％的人使用其他资源。9％的学生要求使用实体教科书和5％要求使用电子书。[102][103]

不同于传统的课程，慕课需要摄像师、教学设计者IT专家和平台专家提供额外的技能。乔治亚理工大学教授凯伦黑德报告称有19人为他们的慕课的工作而且需要更多人手来做。[104] 由于选课者众多，和媒体/内容共享网站相似，慕课平台也需要具有实用性。慕课通常使用雲端運算 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

完成率通常低于10％，在第一周参与度就有明显的下滑。2012年秋季，杜克大学课设的生物电学课程有12725学生选课，但只有7761看过视频，3658尝试了考试，345参加了期末考试，而只有313人通过考试，获得了证书。[105][106]

Coursera早期数据表明完成率在7％-9％之间。[107] 据科勒和宁，大多数注册学员只想算更多地了解所选话题，而不是为了完成课程。第一个任务完成率是45％左右。旨在防止学生作弊而付费50美元的这类课程的完成率在70%。[108]

某个网上调查公布了“十大” 逐渐弃课的原因。[109] 这些原因包括课程所需时间太多，课程太难或太基础。涉及到课程设计不佳的原因包括“讲座令人厌倦”，课程只是讲座式的视频，缺乏对课程讲解方法和讲解模式的介绍，讲解方法笨拙并且总在讨论区讨论。这些原因中还提到了隐性成本增长，包括需要阅读一些导师编写的学习材料，这些材料通常十分昂贵，这样就在很大程度上限制学生获取学习材料的途径。[7] 其他未完成课程的用户在注册之后只是“ 随便逛逛 ”或者学习部分知识，并不是为了获得证书。[7] 供应商正在尝试探索多种方法以使很多通常完成率仅为个位数的课程提高完成率。

通常约10％的学生签署协议完成课程。[2] 大多数参与者会在周边隐藏式（“潜伏”）参加。例如，在2008年第一批慕课中的某慕课有2200名注册会员，其中150名学员在不同的时间段中积极互动。[110]

学生仍然可以选择在哪里学、学什么、如何学及与谁学，只是不同的学生行驶控制权的程度不同。[111]

学习者包括传统大学学生、有学位的专业人士、教育工作者、商务人士、研究人员和其他人对网络文化感兴趣人员。[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]

教学设计

外部视频链接
 
  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]

许多MOOCs使用视频讲座，使用新的技术来沿用旧形式教学模式。[112][116] 特龙先于总统科技顾问委员会（英语：President’s Council of Advisors on Science and Technology）（PCAST）证明慕课应该能对听者提出挑战，而不仅仅是讲座，这些评估所产生的数据量是可以通过幕后大规模机器调研进行评估。他说这种做法消除了老一套的指导老师教学成果和学生的学习成果的谬见，并替换为以证据为基础的“现代的、数据驱动的教育方法，这种方法可能为“教育的根本转变”提供指向。[117]

有的人通过观看和阅读由慕课制作的视频和教科书另一形式的材料。罗格斯大学的大卫芬格尔德认为“慕课是全新教材”。[118] 一个关于EDX学生习惯的研究发现，为获得证书的学生一般连续观看视频超过6到9分钟。时长为12-15分钟的视频他们会看前4.4分钟（中位数）。[119] 一些传统的学校把在线和线下学习融为一体，有时也被称为翻转课。学生在家观看在线演讲，在家完成课题任务，并与教师在课堂上互动。这种融合教学方式甚至可以改善学生在需要亲自参加的传统课堂上的表现。2012年秋某个由圣何塞州和EDX共同举办的测试发现，把在线课程的内容合并到一个在校园开设的为赢取学分的课程中去可以使通过率从没有在线课程进行辅助时的55%增加到91%。“我们不建议选择一个只有在线经验而非融合学习经验的课程“来自Coursera的吴说道。[62]

由于大规模的扩招，慕课要求教学设计要有利于大规模的反馈和互动。为此所采取的两种基本方法是：

  • 同行评审和团队协作
  • 通过客观的在线评估进行自动反馈，如测验和考试。[120] 机器自动评估的书面作业也正在研发中。[121]

所谓关联主义慕课依靠第一种方法；广播慕课更依赖于第二种方法。[122] 这标志着cMOOCs与xMOOCs之间的关键区别在于'C'代表'关联主义“，而xMOOCs中的x代表扩展（如x在TEDx，EDX所表达的含义），x也表明慕课旨在区别于其他东西（例如大学课程）。[123]

评估可能是最不容易在网上实施的活动，而在线评估又可以很不同于传统的实体教学评估。[120] 人们特别关注监考和作弊问题。[124]

相互评审往往是依靠参考答案或评估标准，引导各核分人如何给不同答案给分。这些用于互评的评分标准要比给主教的评分标准简单。学生应通过给别人评分 而[102]学习，更多地参与到课程中去 。[103]考试可以在区域测试中心进行监考。其他方法，包括“美国中央情报局的窃听技术”允许在家或者在办公室测试，并通过网络摄像头监控或者用鼠标单击输入形式进行监测。

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]

行业

慕课被广泛看作是高等教育的一个更具破壞性創新的重要组成部分。[129][130][131] 特别是在传统大学的商业模式所提供的许多服务预计将被分类定价（英语：unbundling），并单独出售给学生或以新的形式打包出售。[132][133] 慕课可以从现有的服务包中出售教学内容、评估及/或者安排工作从而对当前的商业模式提出了挑战。[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]

韦恩州立大学在线课程项目主任詹姆斯马诺介绍了一种可能性创新：

接下来的颠覆性创新可能会标志着一个转折点：一个完全免费的在线课程也可以颁发经认证机构认证的学位。有了这个新的商业模式，学生可能需要付费来证实自己的证书，而获取证书这一过程无需付费。一旦免费获得学位授予的课程出现，高等教育的商业模式将发生不可逆转的巨大改变。[137]

但是，目前还不清楚大学如何从“免费在线赠送自己的产品”中受益。[138]

对此，至今还没有人找到有效的模式。我估计当前所有的合资企业以失败告终，因为期望值实在过高。人们认为某些事情流行起来就像野火一样不可收拾。但更可能的是，也许十多年之后后，人们才会知道该如何运作冰刺能够中获利。

——詹姆斯格里梅尔曼，纽约法学院教授[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

收费方式

在免費增值业务模式中，基本产品 - 课程内容 - 是免费发放的。安德鲁吴认为“ 内容收费将是一场悲剧 ”。但增值服务，如认证或实习安置将会收取一定的费用。[51]

当然，开发人员可以对教育机构收取材料使用许可费。入门课程或基础课程及一些补救课程可能赚得最多的钱。免费入门课程，可能会吸引新学生加入后续收费类课程。混合课程提供慕课材料并进行面对面亲自指导。供应商可以向他们培养出的学生的雇主收费。学生可以付费参加有人监考的考试来获取某个能够授予学位的大学的转换学分或结业证书。[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]

三大慕课提供商的潜在收入来源[142][143][144]概述
edX Coursera UDACITY
  • 认证
  • 认证
  • 安全评估
  • 员工招聘
  • 筛选申请人
  • 家教辅导或布置作业
  • 企业为经营自己的培训课程所付的费用
  • 赞助费
  • 学费
  • 认证
  • 雇主为招收特长生而缴费
  • 学生简历和职位匹配服务
  • 高科技技能课程获得的赞助费

在2013年2月在美国教育委员会（ACE）还是推荐其成员从少数的慕课提供转换学分，然而甚至连发表课程的学校也表明他们不会这么做。[145] 2013秋季开始，威斯康辛大学提供多元化的能力本位（英语：Competency-based learning）學士学位和硕士学位，这是第一个在系统范围基本原则上这样做的公立大学。学校鼓励学生参加在大学在线课程如慕课并在学校完成评估测试以获得学分。[來源請求] 截至2013几乎没有同学在慕课申请大学课程学分。[來源請求] 科罗拉多州立大学的全球校园（英语：Colorado State University-Global Campus）提供在线学分之后的一年内，没有收到任何申请。[146]

Academic Partnerships（学术伙伴关系）是一家帮助公立大学将他们的课程移到网上的公司。其董事长兰迪·贝斯特“ 很坦率地说，我们一开始的时候就把它作为一项扩大招生的运动。但是72〜84％参加第一期培训班的学生又支付参加第二期培训班。”[147]

当Coursera得到了很大一部分的收益 – 仍不要求最低消费额 – 非营利组织EDX要求课程提供者支付最低消费额，但同时他们只拿走与每个课程所需要的支持度相关联一小部分收入。[148]

挑战和批评

慕课指南[149]列出了协作式慕课可能面临的5个的挑战：

  1. 依靠用户生成的内容可以产生一个混乱的学习环境
  2. Digital literacy is necessary to make use of the online materials
  3. 从参与者所需的时间和精力可能超过了学生在一个免费的在线课程中愿意承诺的。
  4. 一旦课程被公布，内容将被大量的学生重新改造和重新诠释，使得教师难以控制课程轨迹。
  5. 参与者必须自我调节并设定自己的目标

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

一些关于'领土'性质的慕课争议[150]很少围绕以下话题讨论：1. 谁登记注册（学习）/和完成课程；2. 课程跨越国家边界扩展带来的影响，关于相关性和知识转移潜在的困难；3. 是否需要对当地相关事件和需求进行具体研究。

其他与早期慕课相关联的特征如内容的开放许可证，开放的结构和学习目标，社区为中心等可能不存在于所有慕课项目。[4]

摩西·Y·瓦迪（英语：Moshe Y. Vardi）等人感概慕课对高等教育结构的影响。他发现了“慕课缺乏严肃教学法”，其实这是所有高等教育所面临的问题。他批评这种“短又不精细的视频块、交错在线测验伴有社交网络”的教学模式。”[需要解释] 造成这一现象的深层的原因之一是慕课降低成本的压力，这可能加害的高等教育产业。[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]

美国大学教授协会（英语：American Association of University Professors）的前会长卡里·纳尔逊（英语：Cary Nelson）断言慕课不是供应证书的可靠手段。他认为“把讲座放到网上是可以的，但是如果要将其取代大学实体课程，这个计划只能贬低学位课程。”美国教师联合会（英语：American Federation of Teachers）高等教育计划和政策委员会主席桑德拉·施罗德表示担忧，“离开强而有序的大学课程体系，这些学生不太可能获得成功。”[153]

有60％的安默斯特學院教师拒绝了与EDX合作的机会，原因是EDX课程与他们的研讨式课程和个性化的反馈工作不兼容。有些人关心如“信息发布”式的讲座的教学模式，讲座后通过多项选择题考试和相互评分诸类此类问题。在2013年春季，杜克大学的教师采取类似的立场。大众也关心慕课对第二、三级学院的影响和创建教授派头星系所带来的影响。[121]

至少有这样一个取代慕课的方式受人提倡：分布式开放协作课程（DOCC）挑战导师的功能、等级、金钱和群体等角色。 DOCC认为追求知识可以不通过一个集中又单一的教学大纲来达成，即专有知识分散到所有的参与者中，而不只是属于一个或两个人。[154]

虽然MOOC的最终目是教育更多的人，最近很多人批判慕课在可获取性差，课程体系西化导致很多他们本想留住的目标听众无法获取课程。[155]

参见

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扩展阅读

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

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