The Ddaptive transform of pedagogical methods in open online courses : from OCWs to MOOCs

Abstract

文章旨在通过对OCW和MOOC所采用的教学方式的对比,探索开放在线课程在由"重资源"向"重服务"变革的过程中,其教学方法所发生的适应性变化。文章通过四个常用的开放在线课程搜索引擎,随机抽样出51门OCW课程和51门MOOC课程作为研究样本,并从课程说明中获取课程周数、建议学时、学习方式、教学手段等信息。结果表明:与OCW相比,MOOC建议以较短的周数、每周投入较多的时间来完成课程,以提高课程完成率;少量课程采用了基于项目、基于研究和基于团队的学习方式,但MOOC环境下的在线协作学习仍存在难度;在线论坛和讲座视频是MOOC中使用较多、发展较成熟的教学手段;社会媒体和位置地图等则是OCW中未出现而在MOOC中发展形成的。最后,文章根据研究结果提出了相应的教学建议。 Through the comparison between MOOCs and OCWs, this study aimed to explore the adaptive change of pedagogical methods during the transformation process of open online courses from valuing resource to taking seriously of service. The 51 MOOC courses and 51 OCW courses were randomly selected out as samples employing four major open online courses research engines and the information such as course length, suggested learning time, pedagogical methods and teaching method was obtained from the course description. The results shown that short course length and major weekly engaged time were recommended for MOOCs to improve the curricular completion rate. A small amount of open online courses adopted project-based, research-based and team-based learning style, however, the collaborative learning in the MOOC environment still encountered some difficulties. Online discussion forum and lecture video were popular and mature teaching method for MOOCs. Social media and position mapping, etc., were newly developed in MOOC rather than OCW. Finally, instructional suggestions according to the results were proposed.