现代远程教育研究
現代遠程教育研究
현대원정교육연구
MODERN DISTANCE EDUCATION RESEARCH
2014年
3期
17-26
,共10页
在线教育%MOOCs%研究现状%发展趋势%文献分析
在線教育%MOOCs%研究現狀%髮展趨勢%文獻分析
재선교육%MOOCs%연구현상%발전추세%문헌분석
Online Education%MOOCs%Research Status%Development Trend%Literature Review
近年来，MOOCs成为国内外在线教育与高等教育改革的超级热点，各个学科背景的学者乃至社会工作者踊跃参与，良莠不齐的各类文献急剧增长。从MOOCs述评、课程教学和教育改革三个方面，针对2008-2014年649篇各类文献的梳理发现：MOOCs研究以述评为主，主题发散，深度不足；经历了从cMOOC到xMOOC的内涵变异、商业链的形成和调整，以及从狂热追逐和片面否定转向理性思考和实践的过程。MOOCs的最大价值体现在向全社会彰显了技术对教育具有巨大影响的潜能，但它不是解决高等教育问题的灵丹妙药，而是推动教育与技术深度融合的催化剂。MOOCs只是在线教育发展中的一个事件，不足以称之为“时代”，而应从整体上认识和把握在线教育的发展规律，将MOOCs回归到网络课程与在线教育的系统中，关注其最新发展，开展有针对的研究，实现教学层面逐渐融入网络教学、办学和管理层面逐渐回归开放远程教育、教学改革层面重新关注混合教学、研究层面推进泛在式在线教育整个体系的创新。
近年來，MOOCs成為國內外在線教育與高等教育改革的超級熱點，各箇學科揹景的學者迺至社會工作者踴躍參與，良莠不齊的各類文獻急劇增長。從MOOCs述評、課程教學和教育改革三箇方麵，針對2008-2014年649篇各類文獻的梳理髮現：MOOCs研究以述評為主，主題髮散，深度不足；經歷瞭從cMOOC到xMOOC的內涵變異、商業鏈的形成和調整，以及從狂熱追逐和片麵否定轉嚮理性思攷和實踐的過程。MOOCs的最大價值體現在嚮全社會彰顯瞭技術對教育具有巨大影響的潛能，但它不是解決高等教育問題的靈丹妙藥，而是推動教育與技術深度融閤的催化劑。MOOCs隻是在線教育髮展中的一箇事件，不足以稱之為“時代”，而應從整體上認識和把握在線教育的髮展規律，將MOOCs迴歸到網絡課程與在線教育的繫統中，關註其最新髮展，開展有針對的研究，實現教學層麵逐漸融入網絡教學、辦學和管理層麵逐漸迴歸開放遠程教育、教學改革層麵重新關註混閤教學、研究層麵推進汎在式在線教育整箇體繫的創新。
근년래，MOOCs성위국내외재선교육여고등교육개혁적초급열점，각개학과배경적학자내지사회공작자용약삼여，량유불제적각류문헌급극증장。종MOOCs술평、과정교학화교육개혁삼개방면，침대2008-2014년649편각류문헌적소리발현：MOOCs연구이술평위주，주제발산，심도불족；경력료종cMOOC도xMOOC적내함변이、상업련적형성화조정，이급종광열추축화편면부정전향이성사고화실천적과정。MOOCs적최대개치체현재향전사회창현료기술대교육구유거대영향적잠능，단타불시해결고등교육문제적령단묘약，이시추동교육여기술심도융합적최화제。MOOCs지시재선교육발전중적일개사건，불족이칭지위“시대”，이응종정체상인식화파악재선교육적발전규률，장MOOCs회귀도망락과정여재선교육적계통중，관주기최신발전，개전유침대적연구，실현교학층면축점융입망락교학、판학화관리층면축점회귀개방원정교육、교학개혁층면중신관주혼합교학、연구층면추진범재식재선교육정개체계적창신。
MOOCs have become the buzzword in the online education and higher education reform both at home and abroad in recent years, drawing the attention from scholars of both education and other sectors. This is followed by a proliferation of publications on this much debated new phenomenon. This research systematically reviews 649 articles on MOOCs that were published between January 2008 and April 2014. We approach the analysis of these publications from three perspectives:the introduction to and review on MOOCs, the online teaching and learning, and the education reform. As far as research on MOOCs is concerned, the majority of the publications come in the form of commentary, which covers a variety of themes but lack in-depth analysis. MOOCs have gone through the process of cMOOCs being replaced by xMOOCs, and the establishment and adjustment of the business model. This is also a process in which rational thinking and implementation of MOOCs overcome the initial frenzy or bias. While recognizing the great value of MOOCs in the promotion of the potential impact of technology on education, we should not regard MOOCs as a panacea for all problems in education. Instead, MOOCs should be viewed as a catalyst for further integration of technology with education. In terms of magnitude, MOOCs should only represent an event in online education, not an era. A deeper understanding of the nature and trajectory of online education leads us to the conclusion that MOOCs should be positioned in the systems of online courses and online education, and that we should closely follow its new development and engage in pertinent empirical studies. It is hoped that MOOCs will be gradually integrated into online education at the teaching and learning level, and be offered in an open and distance mode at the administration level. Educational reform should refocus on blended learning, and future research should promote the innovation of ubiquitous online education systems.
