Year: 2024
Type: article
Abstract: Since the turn of the twenty-first century, the concept of multiple open and free online teaching courses has steadily increased in popularity. Still the theoretical foundations of these courses predate the digital revolution and may be traced back to the 1960s. The rise of major MOOC carriers like Coursera, Udacity, and edX, along with the participation of prestigious U.S. universities, has offered many free and high-quality online courses since 2007. This led Time magazine to call 2012 the "Year of the MOOC." Researchers globally are analyzing how to promote MOOC development and its future impact on higher education. Students born after 1995 in China, who are increasingly interested in MOOCs, are challenging traditional higher education models. The widespread adoption of MOOCs indicates that China's traditional higher education system may undergo significant changes. MOOCs are defined as online courses designed for unlimited participation and open access via the Internet, including traditional materials and interactive forums. However, uncertainties about MOOCs' future growth and openness have been noted. MOOCs impact traditional higher education concepts by challenging existing philosophies and integrating new teaching methods like flipped classrooms and blended learning. Despite these advancements, traditional education in China faces challenges with outdated MOOC designs and low course completion rates. The study suggests that MOOCs can drive substantial reforms in Chinese higher education, such as updating traditional concepts and enhancing teaching methods. Future research should focus on quantitative evaluations of MOOCs' impacts and incorporate international experiences to advance higher education reforms in China.
Author: Fangfeifei Huang
Institution: University of Southampton
Language: English
Subfield: Computer Science Applications
Field: Computer Science
Domain: Physical Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4405729763