Effectiveness Evaluation
Functions & Ease of use
Compared with traditional university classroom teaching, MOOCs are quite different in educational concepts, educational boundaries, teaching methods, teaching contents, examination and assessment. MOOCs can overcome some of the problems and defects in a traditional university classroom.
First, MOOCs can better combine teaching and research, teaching and social service, so as to better realize the teaching, scientific research and social service functions of university education. Second, MOOCs break through the limitations of time and space on higher education. As long as there is a computer with Internet access, all people can study at any time and any place, which guarantees all groups who need to learn the subject have the opportunity to study throughout their lives. Third, with rich teaching resources and faster updating of teaching content, MOOCs can better meet the demands of all walks of life and all majors in universities for university education.
Students & Interaction
Compared with a traditional university education, MOOCs have many natural advantages, which can overcome the problems existing in traditional university teaching. However, MOOCs also have many natural shortcomings at present. There is little interaction between teachers and students in the MOOC teaching process, and teachers cannot get feedback from students in the teaching process. Even if there is interaction, teachers do not have face-to-face eye contact with students, and even teachers do not know whether students are learning (Li, et al., 2020).
Preference Issue
Most students’ adoption levels are low for using non-mandatory MOOCs as their remedial studies. The results in Hernandez, et al.’s (2019) study “show that between 4 percent (the minimum) and 18 percent (the maximum) of the students were active in the MOOCs understudy during the case study period” (p.141). For me, MOOCs provide massive opportunities as its name, but we educators should always concern students’ interests and learning enthusiasm. Technologies are cold. However, I believe we have the chance to make it warmer by an on-going path of modifying them with your students.
Hernandez, J., Rodriguez, F., Hilliger, I., & Perez-Sanagustin, M. (2019). MOOCs as a remedial complement: Students’ adoption and learning outcomes. IEEE Transactions on Learning Technologies, 12(1), 133–141.
Hi, Jiahao
Thank you for sharing your educational philosophy on Mookie think the last sentence you said touched me very much. Technology is cold, and it can only be warmed by teachers’ rational use and continuous integration with the classroom, and it can play its greatest role. With the development of science and technology, we can no longer repeat the old teaching model. As you said, learning can no longer be fixed in a certain place (such as classroom). The current development trend of education requires learning anytime and anywhere, and learning is no longer limited by time and space. Learning whenever and wherever possible, fragmented learning will become our normal learning in the future. This change has a serious impact on our traditional education model. Therefore, under such learning mode, students need to make full use of these resources, master these knowledge fragments independently and organize them into their own learning system. As you said, although our educational resources are becoming more and more open, how to improve students’ autonomy to actively acquire such knowledge still needs to be discussed.
Hoping everything goes well
Sheng Li