摘要
2012年大规模开放在线课程(简称"慕课",下同)平台机构异军突起抢尽风头。迄今为止,慕课数量已经超过4,500门(Online Course Report,2016)。然而,虽然慕课被称为一项创新、一种破坏、一场革命,而这些所谓的创新性、破坏性和革命性使慕课的作用继续被夸大其词,但是人们对慕课学习的理解在某种程度上仍然停留在传统套路上,当然也缺乏应有的理论高度。对慕课学习的认识仍然是建立在区别x型慕课和c型慕课的基础上:前者是集中式平台模式的慕课,后者则是更具分布式特点的网络化慕课。本文拟提出一些批判性观点,从不同视角理解慕课学习(和教学)。文章以现有慕课和(慕课)机构发展的最新情况为例讨论以下问题:迄今慕课侧重某些学科课程的趋势和其一贯的宣传口号,即声称慕课给整个(高等)教育领域带来破坏;从"大规模"招生向"小规模"和"非开放"分组教学的转变和课程教学的更加自动化;慕课与学习分析技术之间的发展关系(这表明具有预测性和干预性的数据科学很快将强势进入教育主流)(Williamson,2015)。本文拟阐述这三个主题,讨论"慕课学习者"的新兴形象、教学和教师的功能和责任,以及技术对这些角色和实践的影响。
Since the rise to prominence of the MOOC platform organisations in 2012, over 4500 courses have been offered to date(Online Course report, 2016). However, despite the claims of innovation, disruption and revolution that continue to drive MOOC hyperbole, the general understanding of learning in MOOCs remains somewhat conventional, and certainly undertheorised. Assumptions about MOOC learning remain differentiated around the ‘x MOOC' and ‘c MOOC' terms, supposedly defining a centralised platform model, and a more distributed networked arrangement respectively. This paper will outline a number of critical perspectives through which different understandings of MOOC learning(and teaching) can be approached. Drawing on specific examples from current MOOC offerings and organisational developments,this paper will discuss: the trends for particular subject disciplines in MOOCs to date, alongside a continued promotional stance that claims broad sector disruption; a shift from‘massive'class enrolments towards‘small'and‘private'groupings, alongside more automated course delivery; and the developing relationship between MOOCs and learning analytics, indicative of an imminent and potent mainstreaming of predictive and interventionist data science in education(Williamson, 2015). Moving across these three themes, this paper will discuss the emerging figure of the‘MOOC learner', the function and responsibilities of teaching and the teacher, as well as the influence of technology on these roles and practices.
出处
《中国远程教育》
CSSCI
北大核心
2018年第1期53-62,80,共10页
Chinese Journal of Distance Education
