Provide detailed data about the development of MOOCs in China and some other countries

Provide detailed data about MOOC learners in China

Provide suggestions about how to improve teaching and learning in MOOCs

Provide suggestions about how to develop the system of online education at the national and the institutional level

Autorentext

Qinhua Zheng is director of Research Center of Distance Education, BNU. He earned his PhD from Beijing Normal University, China. He has initiated and led many successful projects. Areas of his research interests include the Cost-Effectiveness Analysis of Distance Education, Quality Assurance of e-Learning, Massive Online Open Courses, Learning Analytics, Big Data in Education. He has published over 60 scientific papers and 5 books on these topics. These years, his researches mainly focused on how to build the model to explain the online learners' competency during their web-based learning, and how to use data to show and assess teaching and learning. He has developed the software "Wisdom Line" to support the online learning institutes in China based on the researches.
Prof. Chen Li, Vice president of Beijing Normal University (BNU). Since 2005, she has worked as a professor in Research Center of Distance Education. Meanwhile, she also worked as a visiting scholar at Open University in UK and Open University in HK. Professor Chen's research mainly focuses on Distance Education & Lifelong Learning. she has been undertaking more than 10 large-scale projects. She is currently leading the projects "Quality Assurance Standard on Distance Education for China" and "Survey on Lifelong Learning Literacy for Adult in Beijing". She has published 10 books and more than 100 academic papers.
Prof. Dr. Daniel Burgos works as Vice-rector for Knowledge Transfer & Technology, UNESCO Chair on eLearning and ICDE Chair in OER at Universidad Internacional de La Rioja. He is also Director of the Research Institute for Innovation & Technology in Education. He contributes to research and implementation projects about social entrepreneurship (Social Seducement), regional Open Education (OpenMed), clustered Open Education (Open Educators Factory), funded by the European Commission and Worldwide. His interests mainly focus on Educational Technology and Innovation: Adaptive/Personalised and Informal eLearning, Open Education, Learning Analytics, Social Networks, eGames, and eLearning Specifications. He has published over 100 scientific papers and 15 books on these topics. He has been the jury chair of the 2016 UNESCO Prize for the Use of ICTs in Education. He holds degrees in Communication (PhD), Computer Science (Dr. Ing), Education (PhD), Anthropology (PhD) and Business Administration (DBA).

Inhalt

1. The international comparison and trend analysis of the development of MOOCs in higher education.- 1.1 Introduction: ICT, OER and higher education internationalisation.- 1.2 MOOC challenges and current status.- 1.3 Research background and methodology.- 1.4 Emerging patterns of international collaboration fostered by MOOCs.- 1.5 MOOCs and complexity.- 1.6 Conclusions.- 2. Emergence and Development of MOOCs.- 2.1 MOOCs and Their Evolution.- 2.2 International Development of MOOCs.- 2.3 Development of MOOCs in China.- 2.4 Controversies about MOOCs.- 3. Innovative and Revolutionary Potential of MOOCs.- 3.1 Innovations of cMOOCs.- 3.2 Innovations of xMOOCs.- 3.3 Potential of MOOCs to Make a Change in Higher Education.- 4. Overview of Research on Chinese MOOCs.- 4.1 Platforms and Courses.- 4.2 Colleges and Universities.- 4.3 Learners.- 5. Construction of MOOC Platforms in China.- 5.1 Overview of Construction of MOOC Platforms in China.- 5.2 Observations on Major Platforms.- 5.3 PlatformConstruction Analysis.- 5.4 Summary.- 6. Learner Analysis of Chinese MOOCs.- 6.1 Basic Information of Learners.- 6.2 MOOCs Learning Experience.- 6.3 Learning Preferences.- 6.4 Learning Motives.- 6.5 Teaching Learning Interaction.- 6.6 Learning Satisfaction.- 6.7 Learning Difficulties.- 6.8 Learning Platforms and Tools.- 6.9 Learning Qualities.- 7. Basic Information of MOOCs in China.- 7.1 Development Status of MOOCs in China.- 7.2 Organization Forms of MOOCs in China.- 7.3 Summary.- 8. Design Model for MOOCs in China.- 8.1 Pedagogics of MOOCs in China.- 8.2 Design Mode.- 8.3 Design of Micro Courses of MOOCs in China.- 8.4 Suggestions on Design of MOOCs in China.- 9. Instructional Interaction of MOOCs in China.- 9.1 Overview of Interaction in the Courses.- 9.2 Investigation of Instructional Interaction in Learners.- 9.3 Instructional Interaction in Various Courses.- 9.4 Analysis of Instructional Interaction in MOOCs.- 10. Evaluation Models of MOOCs in China.- 10.1 Overview of Evaluationin the Courses.- 10.2 Evaluation in Various Courses.- 10.3 Analysis of Evaluation Models of MOOCs.- 11. Learning Support of MOOCs in China.- 11.1 Overview of Learning Support.- 11.2 Learning Support for Courses of Various Types.- 11.3 Analysis of Learning Support in MOOCs.- 12. Introduction, Construction, Usage and Management of MOOCs in China.- 12.1 Current Situation and Progress Made in Educational Informationization.- 12.2 Development Status of MOOCs in Universities.- 12.3 Summary.- 13. Certificate Authentication and Credit System of MOOCs in China.- 13.1 Charges and Certificate Granting.- 13.2 MOOCs Credit Recognition of Higher Learning Institutions.- 13.3 Organizational Forms of MOOCs Credit Recognition.- 14. Conclusions of Construction and Development of MOOCs in China.- 14.1 Ten Characteristics of Construction and Development of MOOCs in China.- 14.2 Eight Challenges Faced by Construction and Development of MOOCs in China.- 14.3 Summary. <p