001398185 000__ 03355cam\a2200433M\\4500
001398185 001__ 1398185
001398185 003__ OCoLC
001398185 005__ 20230306153104.0
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001398185 008__ 180110e20171205njua\\\\o\\\\\000\0\eng\d
001398185 019__ $$a1081245918
001398185 020__ $$a9789811065859
001398185 020__ $$a9811065853
001398185 0243_ $$a9789811065859
001398185 035__ $$aSP(OCoLC)1048175448
001398185 040__ $$aVT2$$beng$$cVT2$$dOCLCQ
001398185 049__ $$aISEA
001398185 1001_ $$aZheng, Qinhua,$$eauthor.
001398185 24514 $$aThe Development of MOOCs in China.
001398185 260__ $$aNew York :$$bSpringer$$cDec. 2017.
001398185 300__ $$a1 online resource (xvi, 288 pages)$$billustrations.
001398185 336__ $$atext$$btxt$$2rdacontent
001398185 337__ $$acomputer$$bc$$2rdamedia
001398185 338__ $$aonline resource$$bcr$$2rdacarrier
001398185 4901_ $$aLecture Notes in Educational Technology Ser.
001398185 506__ $$aAccess limited to authorized users.
001398185 5208_ $$aAnnotation$$bThis 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.
001398185 655_0 $$aElectronic books
001398185 7001_ $$aChen, Li,$$eauthor.
001398185 7001_ $$aBurgos, Daniel,$$eauthor.
001398185 830_0 $$aLecture Notes in Educational Technology Ser.
001398185 852__ $$bebk
001398185 85640 $$3Springer Nature$$uhttps://univsouthin.idm.oclc.org/login?url=https://link.springer.com/10.1007/978-981-10-6586-6$$zOnline Access$$91397441.1
001398185 887__ $$aLC8-6691LB5-3640LB10.
001398185 909CO $$ooai:library.usi.edu:1398185$$pGLOBAL_SET
001398185 980__ $$aBIB
001398185 980__ $$aEBOOK
001398185 982__ $$aEbook
001398185 983__ $$aOnline
001398185 994__ $$a92$$bISE