The Development of MOOCs in China / by Qinhua Zheng, Li Chen, Daniel Burgos.
Zheng, Qinhua., author.; Chen, Li., author.; Burgos, Daniel., author.
2018
LC8-6691
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Title The Development of MOOCs in China / by Qinhua Zheng, Li Chen, Daniel Burgos.
Author Zheng, Qinhua., author.
ISBN 9811065861
9789811065866
9789811065859 (print)
9811065853
DOI https://doi.org/10.1007/978-981-10-6586-6.
Published Singapore : Springer Singapore : Imprint : Springer, 2018.
Language English
Description 1 online resource (XVI, 288 pages 185 illustrations)
Other Standard Identifiers 10.1007/978-981-10-6586-6. doi
Call Number LC8-6691
Dewey Decimal Classification 371.33
Summary 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.
Bibliography, etc. Note Includes bibliographical references.
Access Note Access limited to authorized users.
Digital File Characteristics text file PDF
Added Author Chen, Li., author.
Burgos, Daniel., author.
Series Lecture notes in educational technology, 2196-4963
Available in Other Form Print version: 9811065853
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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 cMOOCs
3.2 Innovations of xMOOCs
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 Evaluation in 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.

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