CAJ | 학술논문

2012到2013年间，MOOC这一教学形式被世界各地的大学接受，许多外包公司相应成立，为MOOC提供所需的基础设施。本文认为媒体和博客对MOOC发展趋势的讨论，以及各种社会反响，大多数都表现出对MOOC的热情。事实上，人们对MOOC的规模、开放程度以及能否算作课程等认识不一。很多MOOC课程被冠以不同的名字，如xMOOCs和cMOOCs。xMOOCs的课程内容由课程设计者确定，cMOOCs则以学生生成信息为特点。本文最后讨论了MOOC的缘起及其对远程教育机构的意义。
2012도2013년간，MOOC저일교학형식피세계각지적대학접수，허다외포공사상응성립，위MOOC제공소수적기출설시。본문인위매체화박객대MOOC발전추세적토론，이급각충사회반향，대다수도표현출대MOOC적열정。사실상，인문대MOOC적규모、개방정도이급능부산작과정등인식불일。흔다MOOC과정피관이불동적명자，여xMOOCs화cMOOCs。xMOOCs적과정내용유과정설계자학정，cMOOCs칙이학생생성신식위특점。본문최후토론료MOOC적연기급기대원정교육궤구적의의。
This is a postscript to an article about the evolution of the massive open online courses, or MOOC （ Baggal-ey, 2013b）. In the brief space and time between the previous article＇s completion and publication, attitudes to the MOOC appear to be changing rapidly. The current follow-up discusses the rejection of key MOOC principles by Har-vard University and its replacement by small private online courses （ SPOCs ）, not obviously different from the online education offered by distance education institutions since the mid-‘90s. The article also presents evidence suggesting that the previous widespread acceptance of MOOCs has more myths than realities.