This book is an academic publication about the global development of massive open online courses (MOOCs) and major MOOC platforms worldwide in the past decade, as well as the outlook of MOOCs in the future, with an emphasis on Greater China. The book also discusses the upsurge of the demand for online learning and MOOCs during the COVID-19 pandemic.The book is divided into three main parts - Part I: Overview of MOOCs introduces the origin and history of MOOCs and the development of MOOC platforms in Greater China and the global context; Part II: Key Issues discuss the MOOC policies, innovative pedagogy, technology, and ecosystems worldwide; and Part III: Beyond MOOCs probes into the roles and benefits of MOOCs in times of crises, as well as the outlook of MOOCs in the future.
In terms of topic diversity, the book contains a comprehensive investigation of the past and latest MOOC developments, extracting and elaborating on relevant information regarding platforms, policies, pedagogy, technology, and ecosystems. Subsequently, in-depth analyses of MOOC data are utilized to deduce the current trends related to the MOOC movement and to extrapolate the likeliest direction of development for MOOCs in the years to come. The book can inform policymakers, education institutions, course instructors, platform developers, investors, researchers, and individual learners of MOOCs about critical information on the present and future of MOOC development, assisting them in making crucial decisions on what initiatives can optimize their advantages in the sector.
Author(s): Irwin King, Wei-I Lee
Publisher: Springer
Year: 2022
Language: English
Pages: 186
City: Cham
Foreword
Foreword
Foreword
Preface
Acknowledgments
Contents
List of Figures
List of Tables
Part I Overview of MOOCs
1 Embarking on a MOOC Journey
1.1 Introduction
1.2 The History of Online Open Education
1.2.1 The Rise of Online Learning
1.2.1.1 The 1960s
1.2.1.2 The Twentieth Century
1.2.2 The Rise of MOOCs
1.2.2.1 The Birth of MOOCs
1.2.2.2 The Maturing of MOOC Platforms
1.2.2.3 The Global Spread of MOOCs
1.3 Factors behind the Rise of MOOC Platforms
1.3.1 Technology Advancement
1.3.2 Revolution of Pedagogy
1.3.2.1 Conventional Pedagogy
1.3.2.2 Innovative Pedagogy
1.3.3 Change of Education Ecosystem
1.3.3.1 Free vs Paid Certificates
1.4 Summary
2 Global MOOC Landscape
2.1 Introduction
2.2 The Major MOOC Platforms in North America
2.2.1 Coursera
2.2.2 Udacity
2.2.3 edX
2.2.4 Canvas Network
2.2.5 Udemy
2.2.6 Cross-Platform Comparison of North America
2.2.6.1 Comparison between Coursera and Udacity
2.2.6.2 Course Sources
2.2.6.3 Course Types
2.2.6.4 Course Arrangements
2.2.6.5 The Growth of Coursera, edX, and Udacity
2.2.6.6 Broad User Base
2.2.6.7 Diversified Products
2.2.6.8 Flexible Pricing Mechanism
2.2.6.9 Overview of American MOOC Platforms
2.2.6.10 Number of Users
2.2.6.11 Number of Courses
2.2.6.12 Revenue
2.2.6.13 Number of MOOC Online Degree Programs
2.2.6.14 Number of Micro-Credentials
2.3 The MOOC Platforms in Europe
2.3.1 FutureLearn
2.3.2 France Université Numérique (FUN)
2.3.3 Cross-Platform Comparison of Europe
2.3.3.1 Number of Users
2.3.3.2 Target Audience
2.3.3.3 Number of Courses
2.3.3.4 Course Products
2.3.3.5 Operation Modes
2.3.3.6 Course Development
2.3.3.7 Course Operation
2.4 The MOOC Platforms in Asia
2.4.1 K-MOOC in South Korea
2.4.2 JMOOC in Japan
2.5 Summary
3 MOOC Development in Greater China
3.1 Introduction
3.2 The MOOC Platforms in Mainland China
3.2.1 XuetangX
3.2.1.1 Available Functions
3.2.1.2 Courses Offered
3.2.1.3 Operating Model
3.2.1.4 Basic Situation of The International Platform
3.2.1.5 Special Arrangement During The COVID-19 Pandemic
3.2.2 CNMOOC
3.2.2.1 Courses Offered
3.2.2.2 Operating Model
3.2.3 iCourse
3.2.3.1 A Wealth of High-Quality Courses
3.2.3.2 Strengthening the Integration of Communication Technology and Education Pedagogy
3.2.3.3 Launching International Platform With Online Learning Services for Global Learners
3.2.3.4 The Major Approach During the Pandemic
3.2.4 UOOC
3.3 The MOOC Platforms in Taiwan
3.3.1 ewant
3.3.2 TaiwanLIFE
3.3.3 OpenEdu
3.3.4 ShareCourse
3.3.5 The Major Approach during the Pandemic
3.4 The MOOC Platforms in Hong Kong
3.4.1 HKMOOC
3.4.2 Knowledge and Education Exchange Platform (KEEP)
3.5 Summary
Part II Key Issues
4 MOOC Policies Across the Globe
4.1 Introduction
4.2 Global Policies
4.3 Greater China Policies
4.3.1 Mainland China
4.3.1.1 Governmental Policies
4.3.1.2 Institutional Policies
4.3.1.3 Statistical Analysis
4.3.1.4 Number of Accredited MOOCs
4.3.1.5 University Analysis
4.3.1.6 Platform Analysis
4.3.1.7 Regional Analysis
4.3.2 Taiwan
4.3.2.1 Emphasis on Collaboration
4.3.2.2 Emphasis on Flexibility
4.3.2.3 Emphasis on Platform Uniqueness
4.3.3 Hong Kong
4.3.4 Greater China Comparison and Summary
4.4 European Policies
4.4.1 France
4.4.2 United Kingdom
4.4.3 European Comparison and Summary
4.5 Asia-Pacific Policies (Excluding Greater China Region)
4.5.1 Australia
4.5.2 Malaysia
4.5.3 Singapore
4.5.4 Asia-Pacific Comparison and Summary
4.6 United States Policies
4.7 Summary
5 Innovative MOOC Pedagogy and Assessments
5.1 Introduction
5.2 Types of MOOCs
5.2.1 cMOOCs vs xMOOCs
5.2.2 Session-Based Courses and Self-Paced Courses
5.2.3 Micro-Modules
5.3 Pedagogical Approaches
5.3.1 Blended Learning
5.3.2 Gamification
5.3.3 Active Learning
5.3.4 Peer Learning
5.4 MOOC Quality Assessment
5.4.1 Current Situation of MOOC Quality Evaluation
5.5 Summary
6 Advanced Technology Empowering MOOCs
6.1 Introduction
6.2 Online Learning Platforms
6.2.1 Learning Management Systems and MOOC Platforms
6.2.2 Cloud Computing
6.2.3 Experience API and Learning Record Stores
6.3 Artificial Intelligence
6.3.1 Natural Language Processing
6.3.2 Automatic Assessment
6.4 Computer Vision
6.5 Remote Laboratories and Virtual Laboratories
6.6 Extended Reality
6.7 Learning Analytics
6.7.1 Recommender Systems and Adaptive MOOCs
6.7.2 Prediction Technology
6.7.2.1 Dropout Prediction
6.7.2.2 Student Performance Prediction
6.7.3 Student Trustworthiness Evaluation
6.8 Summary
7 Exploring Global MOOC Ecosystems
7.1 Introduction
7.2 Business Models
7.2.1 Business-to-Customer Models
7.2.1.1 Free Courses
7.2.1.2 Paywalls
7.2.1.3 Micro-Credentials
7.2.1.4 Credit Transfer
7.2.1.5 Online Degrees
7.2.1.6 Corporate Training
7.2.2 Business-to-Business Models
7.3 MOOC Ecosystems in Different Regions
7.3.1 Greater China Region MOOC Ecosystem
7.3.1.1 Mainland China Ecosystem
7.3.1.2 Taiwan MOOC Ecosystem
7.3.1.3 Hong Kong MOOC Ecosystem
7.3.2 European MOOC Ecosystem
7.3.2.1 Diversified Platforms
7.3.2.2 Attitude Towards MOOCs
7.3.2.3 Mixed Business Models
7.3.2.4 Promoting the Development of MOOCs in Europe from a Regional Perspective
7.3.3 The MOOC Ecosystem of the United States
7.4 Summary
Part III Beyond MOOCs
8 Roles of MOOCs in Times of Crises
8.1 Introduction
8.2 Impact of Crises on Education
8.3 Crisis Management in Education
8.4 Pedagogy in Times of Crises
8.4.1 Crisis Resilience Pedagogy Model
8.4.2 Crisis Resilience Pedagogy and Online Learning
8.5 MOOCs During Crises
8.5.1 Roles of MOOCs During Crises
8.5.2 Growth of MOOCs During Crises
8.5.3 Benefits and Challenges of MOOCs
8.6 Technology for MOOC Online Assessment
8.6.1 Online Assessment
8.6.2 Technology in Proctoring Systems
8.6.3 Comparison of Proctoring Systems
8.7 Summary
9 Outlook of MOOCs in Post-Pandemic Era
9.1 Introduction
9.2 Policy
9.2.1 Supporting Policy for MOOCs
9.2.2 Government-Owned MOOC Platforms
9.3 Pedagogy
9.3.1 Blended Learning
9.3.2 Gamification
9.4 Technology
9.5 Ecosystem
9.5.1 Commercialization
9.5.2 Cooperation and Alliances
9.5.3 Expansion of Target Groups of Users
9.6 Summary
References
Index
