Abstract
The birth of MOOC in 2012 caters to the long-standing appeal of administrators about teaching reform in world famous universities, and all colleges and universities have launched the MOOC. After several years of MOOC fanaticism, disputes about MOOC such as the cultural erosion tendency of MOOC, the security of MOOC big data, the effectiveness of MOOC teaching, appeared. From above disputes, highlighting the guiding role of national culture, paying attention to protect the security of MOOC big data, implementing national, social and school collaborative innovation in practice have become an inevitable path choice in the localization course of MOOC in Chinese colleges and universities.
Highlights
Since 2012, MOOC has become the world’s most popular vocabulary in the field of education, and the New York Times calls 2012 the year of the MOOC
Liu of this paper is to analyze the disputes behind the MOOC, and to provide some useful paths for the localization of MOOC in Chinese colleges and universities, such as highlighting the guiding role of national culture in the localization course of MOOC in colleges and universities, paying attention to protect the security of MOOC big data, and implementing national, social and school collaborative innovation in practice
Dropout Rate of MOOC Meyer (2012) research report pointed out that Stanford, Massachusetts Institute of technology and University of California at Berkeley, the school dropout rate is between 80% - 95%
Summary
Since 2012, MOOC has become the world’s most popular vocabulary in the field of education, and the New York Times calls 2012 the year of the MOOC. There are many supporters of the revolution of the paradigm of MOOC in global higher education field, but after several years of MOOC fanaticism, more and more disputes about MOOC have began to attract people’s attention. (2016) The Path Choice of the Localization Course of MOOC in Chinese Colleges and Universities in the View of the Disputes behind the MOOC. Y. Liu of this paper is to analyze the disputes behind the MOOC, and to provide some useful paths for the localization of MOOC in Chinese colleges and universities, such as highlighting the guiding role of national culture in the localization course of MOOC in colleges and universities, paying attention to protect the security of MOOC big data, and implementing national, social and school collaborative innovation in practice
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