f******y
发帖数: 19 | 1 ARLINGTON, Texas -- The story so far: Massive open online courses have yet
to live up to their potential. But unlocking that potential could already be
a pilot at a community college, state university or private institution.
More than 200 scholars from institutions all over the world have gathered
here at a conference hosted by the University of Texas at Arlington to hear
preliminary results from the MOOC Research Initiative, a grant program
founded by the Bill and Melinda Gates Foundation and administered by
Athabasca University in Canada. Grantees, who received between $10,000 and $
25,000 to examine how MOOCs can be used to change higher education, will
compile their findings in a forthcoming edition of the International Review
of Research in Open and Distance Learning.
The research presented on Thursday was perhaps best summarized by research
conducted by the University of Pennsylvania Graduate School of Education,
which analyzed the study habits of 1 million students across 16 Coursera
courses between June of 2012 and 2013.
"Emerging data ... show that massive open online courses (MOOCs) have
relatively few active users, that user 'engagement' falls off dramatically
especially after the first 1-2 weeks of a course, and that few users persist
to the course end," a summary of the study reads.
For anyone who has paid even the slightest bit of attention to the MOOC
space over the past year, those conclusions hardly qualify as revelations.
Yet some presenters said they felt the first day of the conference served as
an opportunity to confirm some of those commonly held beliefs about MOOCs.
Many speakers repeatedly pointed out that the cost of MOOC production --
which can reach hundreds of thousands of dollars -- has created classes of
MOOC producing and MOOC consuming institutions. This creates issues for both
groups; the former doesn't want to appear elitist, while the latter rejects
content not created by their own faculty members.
"Maybe this seems obvious," said Christopher Brooks, a research fellow at
the University of Michigan School of Information. "Lots of things seem
obvious in hindsight."
An earlier session, on "MOOCs and Traditional Universities," delivered a
sobering look at what MOOCs are actually being used for -- and those uses
have far more modest goals than revolutionizing all of higher education.
Instead, some initiatives show MOOCs are "neither the scourge nor the savior
" that the fiercest opponents and proponents claim they are, said Deborah
Keyek-Franssen, associate vice president for digital education and
engagement at the University of Colorado System.
"I don't see revenue, and we're not going to see revenue in Colorado for ...
ever -- or for a long time," Keyek-Franssen said. "We are not ready for
Signature Track.... We're not ready for credit.... We will probably not
license anyone else's content."
The university system has experimented with MOOCs through Canvas and
Coursera, but the results have yet to provide a definite answer.
"What I've been trying to do is reframe the question," Keyek-Franssen said.
"The question is: Is it worth it? Is it worth it to the faculty? Is it worth
the financial investment? Is it worth it to restructure our support units
to be able to provide a significant amount of expertise that we currently
don't have in-house?"
Keyek-Franssen wasn't asking the questions rhetorically. "For us, we'll
continue to do them because there are so many enthusiastic faculty members,"
she said. "But we don't have that [return on investment] piece, and without
that, you can't convince leadership or financial planners."
Other panelists remarked that some institutions are much more limited in the
ways they can experiment with MOOCs. In North Carolina, where community
colleges are beginning to be evaluated and funded based on degree completion
, no one is rushing to embrace a teaching model that retains less than 10
percent of students, said Laura Kalbaugh, dean of academic success and
transition resources at Wake Technical Community College.
"We're not able to open ourselves up for that as much," Kalbaugh said.
With a $50,000 grant from the Gates Foundation, Wake Tech and Udacity
created an introductory algebra review MOOC that prepares students for
college placement tests. Although data show only about 3.5 percent of
students access the MOOC for test prep purposes, Kalbaugh said more than two
-thirds use the material to improve their general math skills.
"We looked at creating [MOOCs] as part of that open door," Kalbaugh said. "
One of the missions of community college is to allow students to come and do
exploration, and that's where we see MOOCs really being a benefit for us."
Throughout Thursday's sessions, presenters reminded listeners that their
research -- and the search for more uses for MOOCs -- requires more time.
"Universities -- especially state universities -- are facing tremendous
budget crunches. So are Harvard, MIT, everybody," said Akiba Covitz, senior
vice president of strategic relationships for Academic Partnerships. "How do
we do this amazing thing and get our ideas out to the world and not go
bankrupt? This is the challenge." | s******y
发帖数: 28562 | 2 这些结果都不意外。 和打游戏不同，学习并不是一个好玩的事情，如果没有人监督，
很难坚持下去的。
而且因为网上学习没有一个具体的deadline, 课可以今天上也可以明天上，对于有拖延
症的人，这个就会导致事情永远完成不了。而大部分人，多多少少都有一点拖延症。
另外，我总隐隐的觉得，眼神交流其实是教育里面很重要的一个环节，缺乏眼神交流的
场合很难让学生集中精神。不知道这个有没有心理学或者教育学的数据支持，
be
hear
$
Review
【在 f******y 的大作中提到】
: ARLINGTON, Texas -- The story so far: Massive open online courses have yet
: to live up to their potential. But unlocking that potential could already be
: a pilot at a community college, state university or private institution.
: More than 200 scholars from institutions all over the world have gathered
: here at a conference hosted by the University of Texas at Arlington to hear
: preliminary results from the MOOC Research Initiative, a grant program
: founded by the Bill and Melinda Gates Foundation and administered by
: Athabasca University in Canada. Grantees, who received between $10,000 and $
: 25,000 to examine how MOOCs can be used to change higher education, will
: compile their findings in a forthcoming edition of the International Review
| l*****g
发帖数: 2087 | 3 上课请不要盯着女僧色迷迷地看
【在 s******y 的大作中提到】
: 这些结果都不意外。 和打游戏不同，学习并不是一个好玩的事情，如果没有人监督，
: 很难坚持下去的。
: 而且因为网上学习没有一个具体的deadline, 课可以今天上也可以明天上，对于有拖延
: 症的人，这个就会导致事情永远完成不了。而大部分人，多多少少都有一点拖延症。
: 另外，我总隐隐的觉得，眼神交流其实是教育里面很重要的一个环节，缺乏眼神交流的
: 场合很难让学生集中精神。不知道这个有没有心理学或者教育学的数据支持，
:
: be
: hear
: $
| s******y
发帖数: 28562 | 4 靠，这都被你逮到了。
【在 l*****g 的大作中提到】
: 上课请不要盯着女僧色迷迷地看
| r******e
发帖数: 617 | 5 还有一个原因，正如以前所探讨的，MOOC课程的含金量。如果企业和牛校都认可MOOC课
程和基于MOOC课程拿到的文凭，那还是具有一定冲击力的。 | g******t
发帖数: 11249 | 6 多数是已经工作的人想搞个文凭吧
【在 r******e 的大作中提到】
: 还有一个原因，正如以前所探讨的，MOOC课程的含金量。如果企业和牛校都认可MOOC课
: 程和基于MOOC课程拿到的文凭，那还是具有一定冲击力的。
| o*****a
发帖数: 229 | 7 Udemy和Coursera上面很多是外面的公司或者大学adjunct faculty开发的，tenure
track的教授还是不多啊。 | o*****a
发帖数: 229 | 8 同意，眼神交流会让学生注意力集中，会让教师收到反馈。
【在 s******y 的大作中提到】
: 这些结果都不意外。 和打游戏不同，学习并不是一个好玩的事情，如果没有人监督，
: 很难坚持下去的。
: 而且因为网上学习没有一个具体的deadline, 课可以今天上也可以明天上，对于有拖延
: 症的人，这个就会导致事情永远完成不了。而大部分人，多多少少都有一点拖延症。
: 另外，我总隐隐的觉得，眼神交流其实是教育里面很重要的一个环节，缺乏眼神交流的
: 场合很难让学生集中精神。不知道这个有没有心理学或者教育学的数据支持，
:
: be
: hear
: $
|
|
