top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 13 July 2020

Challenges for Moving Chinese Language Courses Online

Mohammed Alfatih Alzain Alsheikhidris

Yangzhou University, China

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.03.03.141

Pages: 300-312

Keywords: Chinese Language Courses Online, Challenges, Countermeasures

Abstract

In the context of education globalization and informatization, the open education resource movement supported the concept of "open sharing" is a crucial trend within the development of worldwide education. The large-scale online open curriculum (MOOC) could be a new development and breakthrough within the open education resource movement and features a profound impact on the inheritance of human civilization and also the way of informal learning. Especially after the spread of the corvid-19 pandemic in early 2020, the importance of digital education has increased. Worldwide, school systems have been impacted by the COVID-19 pandemic and nearly all schools, universities and colleges have been closed down. UNESCO recommends that, in response to high school terminations, distance learning and open training programs and platforms be used by schools and teachers in order to remotely achieve learners and reduce disturbances in schools. No doubt positive impact of online courses on curriculum and teaching Chinese in colleges and universities. The online course can change the subject of the exploitation of curriculum, enrich the curriculum content in colleges and universities, change the curriculum carrier in colleges and universities, and change the means of curriculum implementation, it contributes to the improvement of teachers' professional knowledge and skills and the effect of classroom teaching, it also helps students to train their ability of active learning and to enrich their study life. But as a new teaching resource, the online course also has the negative impact of the online course on curriculum and teaching in colleges and universities, it can strike the traditional curriculum, make the relationship between teachers and students alienated, make teachers become more dependent on it, and disperse the attention of students. As an emerging curriculum teaching model, Chinese language online courses are a course within which most or all content is conducted online. Therefore, its emergence and development will inevitably bring challenges to the standard college curriculum and teaching. Online courses won't only bring challenges to school teaching ideas, course resource management, attainment management, course network security management, teaching process management, teaching evaluation, etc., but also to teachers ’ideological awareness, teachers’ teaching ideas, teachers ’roles, Teachers ’curriculum development techniques, students’ self-knowledge, students ’self-learning ability, and self-control ability pose challenges. this text attempts to explore the challenges of online courses to school courses and teaching through the analysis and discussion of online courses mainly supported micro-courses and MO courses.

References

  1. Gamage, D., Fernando, S., Perera, I.: Factors leading to an effective MOOC from participants perspective. In: 8th International Conference on Ubi-Media Computing (UMEDIA), pp. 230–235, 24–26 August 2015

  2. Hayman, P.: In the year of disruptive education. Commun. ACM 55(12), 20–22 (2012)

  3. Claros, I., Echeverria, L., Cobos, R.: Towards MOOCs scenarios based on collaborative learning approaches. In: IEEE Global Engineering Education Conference (EDUCON), pp. 989–992, 18–20 March 2015

  4. Allison, C., Miller, A., Oliver, I., Michaelson, R., Tiropanis, T.: The Web in education. Comput. Netw. 56, 17 (2012)

  5. Gamage, D., Perera, I., Fernando, S.: A framework to analyze effectiveness of eLearning in MOOC: learners perspective. In: 8th International Conference on Ubi-Media Computing (UMEDIA), pp. 236–241, 24–26 August 2015

  6. Delgado K.C., Munoz-Merino, P.J., Alario-Hoyos, C., Estevez Ayres, I., Fernandez- Panadero, C.: Mixing and blending MOOC technologies with face-to-face pedagogies. In: IEEE Global Engineering Education Conference (EDUCON), pp. 967–971, 18–20 March 2015

  7. Laurillard, D.: Designing the pedagogies for student support on the large scale. In: IEEE 63rd Annual Conference International Council for Educational Media (ICEM), p. 1, 1–4 October 2013

  8. Goto, J., Batchelor, J., Lautenbach, G.: MOOCs for pre-service teachers: their notions of 21st century learning design. In: IST-Africa Conference, pp. 1–9, 6–8 May 2015

  9. Li, S.-W., Zue, V.: Would linked MOOC courseware enhance information search? In: IEEE 15th International Conference on Advanced Learning Technologies (ICALT), pp. 397–399, 6–9 July 2015

  10. Imran, A.S., Kowalski, S.J.: HIP – a technology-rich and interactive multimedia pedagogical platform. In: Zaphiris, P., Ioannou, A. (eds.) LCT 2014, Part I. LNCS, vol. 8523, pp. 151–160. Springer, Heidelberg (2014)

  11. Subbian, V.: Role of MOOCs in integrated STEM education: a learning perspective. In: IEEE Integrated STEM Education Conference (ISEC), pp. 1–4, 9 March 2013

  12. Iwamoto, T.: Effects of learning infrastructures on businesses in service industries. In: 2014 Portland International Conference on Management of Engineering and Technology (PICMET), pp. 3339–3343, 27–31 July 2014

  13. Margomero, R., Mireia U.: Serious games integration in an entrepreneurship massive online open course (MOOC). In: Proceedings of 4th International Conference, SGDA 2013, Trondheim, Norway, 25–27 September 2013

  14. Mireia U., Margarida R.: Entrepreneurship competence assessment through a game based learning MOOC. In: Second International Conference, GALA 2013, Paris, France, 23–25 October 2013

  15. Belleflamme, P., Jasqmin, J.: An economic appraisal of MOOC platforms: business models and impacts on higher education. In: LAMETA, Unite Mixte de Recherche, October 2014

  16. Bruff, D.: Online learning ecosystems: what to make of MOOC dropout rates? (2013). http:// derekbruff.org. Accessed 18 Dec 2015

  17. Gallagher, S., Garrett, G.: Disruptive education: Technology Enabled Universities. Sydney, Australia: United States Studies Centre, University of Sydney (2013). http://ussc.edu.au. Accessed 27 Dec 2015

  18. Daniel, J.: Making sense of MOOCs: musings in a maze of myth, paradox and possibility.

  19. J. Interact. Media Educ. (2012). http://jime.open.ac.uk/article/2012-18/pdf. Accessed 6 Jan 2016

  20. Coursera: How to earn your verified certificate, Signature Track Guidebook. (2016). https:// www.coursera.org/signature. Accessed 16 Jan 2016

  21. Marshall, S.: Exploring the ethical implications for MOOCs. Distance Educ. 35(2), 250–262 (2014)

  22. Educause Brief, Copyright Challenges in a MOOC Environment, EDUCAUSE (2013). https://net.educause.edu/ir/library/pdf/pub9014.pdf. Accessed 11 Jan 2016

  23. Northcutt, C., Ho, A.D., Chuang, I.L.: Detecting and Preventing “Multiple-account”

  24. Cheating in Massive Open Online Courses. eprint arXiv:1508.05699. August 2015

  25. Chadaj, M., Allison, C., Baxter, G.: MOOCs with attitudes: insights from a practitioner based investigation. In: IEEE Conference Frontiers in Education, Madrid (2014)

  26. Chew, L.K.:Instructional Strategies and Challengings in MOOCs. Adv. sch. Teach. Learn.

  27. (2015)

  28. Lebron, D.: Comparing MOOC-based platforms: reflection on pedagogical support, framework and learning analytics. In: International Conference on Collaboration Technologies and Systems, Atlanta, USA (2015)

  29. Lackner, E., Ebner, M., Khalil, M.: MOOCs as granular systems: design patterns to foster participant activity. eLearning Papers, No. 42, June 2015. ISSN 1887-1542

  30. Yuan, L., Powell, S., Olivier, B.: Beyond MOOCs: Sustainable Online Learning in Institutions. http://publications.cetis.ac.uk/2014/898. Accessed 21 Jan 2016

  31. Israel. M.J.: Effectiveness of integrating MOOCs in traditional classrooms for undergraduate students. Int. Rev. Res. Open Distrib. Learn. 16(5) (2015)

  32. Attis, D., Koproske, C., Miller, C.: Understanding the MOOC trend: the adoption and impact of massive open online courses. The Education Advisory Board, Washington, DC (2012). hAdomi, E., & Kpangban, E. (2010). Application of ICTs in Nigerian secondary schools. Library Philosophy and Practice (Paper 345). Retrieved from http://digitalcommons.unl.edu/libphilprac/345

  33. Baggaley, J. (2013). MOOC rampant. Distance Education, 34(3), 368–378.

  34. Baggaley, J. (2014). Bridging ªelds at a critical time. Journal of Learning for Development, 1(1). Retrieved from http://www.jl4d.org/index.php/ejl4d/rt/printerFriendly/12/16

  35. Balfour, S. P. (2013). Assessing writing in MOOCs: Automated essay scoring and calibrated peer review. Research & Practice in Assessment, Summer, 40–48. Retrieved from http://www.rpajournal.com/dev/ wp-content/uploads/2013/05/SF4.pdf

  36. Bartholet, J. (2013). Hype and hope. Scientiªc American, 309(2), 53–61.

  37. Boga, S., & McGreal, R. (2014, January). Introducing MOOCs to Africa: New economy skills for Africa Pro- gram–ICT. Burnaby, BC: Commonwealth of Learning.

  38. Broadband Commission. (2014). The state of broadband 2014: Broadband for all. Geneva, Switzerland: ITU/ UNESCO. Retrieved from http://www.broadbandcommission.org/Documents/reports/bb- annualreport2014.pdf

  39. Burgess, A. (2015, February 17). Re-inventing higher education: Online, tuition-free and accredited. Re- trieved from http://www.elearning-africa.com/eLA_Newsportal/university-of-the-people-shai-reshef-online- education

  40. Chamberlin, L., & Parish, T. (2011, August). MOOCs: Massive open online courses or massive and often ob- tuse courses? eLearn Magazine. Retrieved from http://elearnmag.acm.org/featured.cfm?aid=2016017

  41. Christensen, G., Steinmetz, A., Alcorn, B., Bennett, A., Woods, D., & Emanuel, E. J. (2013). The MOOC phe- nomenon: Who takes massive open online courses and why? Retrieved from http://dx.doi.org/10.2139/ ssrn.2350964

  42. Cutrell, E., O’Neill, J., Bala, S., Nitish, B., Cross, A., Gupta, N., et al. (2015, March 14–18). Blended learning in Indian colleges with massively empowered classroom. Paper presented at the Second ACM Conference on Learning @ Scale, Vancouver, BC. doi:10.1145/2724660.2724666

  43. Daniel, J. (2012). Making sense of MOOCs: Musings in a maze of myth, paradox and possibility. Journal of Interactive Media in Education, 3. Retrieved from http://www-jime.open.ac.uk/jime/article/viewArticle/ 2012-18/htmlttp://www.eab.com. Accessed 25 Jan 2016

  44. Young, J.R.: Revenue-sharing models between edX and university partners. The Chronicle of Higher Education, 21 February 2013. http://www.chronicle.com

  45. Fischer, H., Dreisiebner, S., Ebner, M., Kopp, M., Koehler, T., Franken, O.: Revenues vs. costs of MOOC platforms. Discussion of business models for xMOOC providers, based on empirical findings and experiences During implementation of the Project iMOOX. In: 7th International Conference on Education, Research and Innovation. Seville, pp. 2991–3000 (2014)

  46. Van Dijck, J., Poell, T.: Higher Education in a networked world: European responses to U.S. MOOCs. Int. J. Commun. 9, 2674–2692 (2015)

  47. Euler, D., Seufert, S., Zellweger, F.: Geschäftsmodelle zur nachhaltigen Implementierung von eLearning an Hochschulen. In: Breitner, M., Fandel, G. (eds.) E-Learning Geschäftsmodelle und Einsatzkonzepte, pp. 85–103. Gabler, Wiesbaden (2006)

  48. Kalman, Y.: A race to the bottom: MOOCs and higher education business models. Open Learn. 29(1), 5–14 (2014)

bottom of page