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The pedagogical foundations of massive open online courses

机译：大规模开放在线课程的教学基础

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摘要

In 2011, the respective roles of higher education institutions and students worldwide were brought into question by the rise of the massive open online course (MOOC). MOOCs are defined by signature characteristics that include: lectures formatted as short videos combined with formative quizzes; automated assessment and/or peer and self–assessment and an online forum for peer support and discussion. Although not specifically designed to optimise learning, claims have been made that MOOCs are based on sound pedagogical foundations that are at the very least comparable with courses offered by universities in face–to–face mode. To validate this, we examined the literature for empirical evidence substantiating such claims. Although empirical evidence directly related to MOOCs was difficult to find, the evidence suggests that there is no reason to believe that MOOCs are any less effective a learning experience than their face–to–face counterparts. Indeed, in some aspects, they may actually improve learning outcomes.
机译：2011年，大规模开放式在线课程（MOOC）的兴起使全球高等教育机构和学生的各自角色受到质疑。 MOOC由签名特征定义，这些特征包括：讲座以短视频的形式与形成性测验相结合;自动评估和/或同伴和自我评估，以及用于同伴支持和讨论的在线论坛。尽管不是专门为优化学习而设计的，但有人声称，MOOC是基于良好的教学基础，至少与大学以面对面模式提供的课程相当。为了验证这一点，我们检查了文献以证实这些主张的经验证据。尽管很难找到与MOOC直接相关的经验证据，但证据表明，没有理由相信MOOC的学习体验没有面对面学习的有效。确实，在某些方面，它们实际上可以改善学习成果。

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