摘要
MOOC作为一种优质的课程和教学资源,已经开始被高校教师灵活地应用于面授课程中开展混合学习。无论从混合学习的路径还是从整合的层面来看,MOOC都为高校开展混合教学提供了一种新的选择,这也是后MOOC时代高校探索教学变革的一种趋势。北京师范大学计算机科学与技术学院和英国南安普顿大学的MOOC教师团队,尝试开展了基于MOOC的中外合作混合教学模式的实践。该实践将英国南安普顿大学的一门MOOC引入北京师范大学计算机专业的一门面授课中,同时安排了MOOC自主学习、与MOOC主持教师开展实时远程视频会议、Moodle平台中的网上研讨以及面对面的讨论交流等学习活动。课程结束后的问卷调查和焦点小组座谈表明:大多数学生对于这种新模式总体上感到满意,对模式中的四类学习活动都表示认同。保障该教学模式成功实施有一些基本要素:一是学生须具备较高的英语综合应用能力,二是学校网络基础条件要达到进行网络视频会议的要求。这种模式的最大优势是学生在学习过程中可以得到中外教师多元化的指导和促进。
MOOCs are a type of high-quality teaching materials, and used by some on-site instructors at other institutions to support students to learn on-campus courses. It is a new approach to blended learning in universities beyond MOOCs. This paper discussed a case study of the model for MOOC-based blended learning. The Web Science MOOC of the University of Southampton, hosted on the FutureLearn Platform in the UK, was used as an integrated component of a course being delivered by Beijing Normal University （BNU）. Chinese students were asked to study the MOOC, and discuss online in a local Moodle site. In addition, four online seminars were delivered by academics from Southampton. At the end of the collaborative blended course from BNU and Southampton, a survey and focus group interview were conducted. The data shows that the majority of students were satisfied with this collaborative blended course and think that all four components of the blended course were valuable. The basic prerequisites of this model include： higher English language proficiency for Chinese students, and network infrastructure for web-based video conference. The biggest advantage of this model is that students can gain a wide range of learning support from both local and foreign teachers.
出处
《现代远程教育研究》
CSSCI
2015年第4期80-87,共8页
Modern Distance Education Research
基金
2015年度教育部人文社会科学研究西部和边疆地区项目“基于MOOC的翻转课堂研究:中外合作教学的视角”
