Massive Possibilities? A Forum on MOOCs
Massive Possibilities? A Forum on MOOCs
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巨大的可能性？
DOI：
10.1007/s12129-014-9441-4
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发表时间：
2014
影响因子：
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通讯作者：
Felicia Chernesky
中科院分区：
文献类型：
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作者：
Felicia Chernesky
编者按：在许多人看来，大规模在线开放课程（MOOCs）已经成为教育改革的一大希望，尤其是在保守派、传统主义者和古典自由主义者中，这些人多年来一直坚定而认真地反对教育标准的下降，他们对学术界的现状和教师的顽固态度感到厌倦。《学术问题》杂志已经在2013年秋季刊（“在线教育是否建立在错误上？”）中提出了唐纳德·菲利普·维伦对在线学习的广泛反对。)，但我们知道，目前还没有定论——不管判决结果如何，某种程度上的在线学习将继续存在。你会发现在这个问题的双方都有认真的思想家，我们在这里列出了其中的一些。根据穆罕默德·加德-埃尔-哈克的说法，“人类是社会性动物，学习是一个社会过程。两者都需要联系和互动才能蓬勃发展。”因此，真正的教与学必须是一种个人体验，而不可能在冷冰冰的数字世界中发生。赫伯特·i·伦敦（Herbert I. London）则质疑，今天的课堂上是否有太多的学习。他认为，更好的教学方法是在线提供的，如果分配导师来回应学生的需求，那么就不需要没有个人互动，尽管在真正大规模的课程中这可能是不可能的。全国学者协会（National Association of Scholars）研究员雷切尔·德容·彼得森（Rachelle DeJong Peterson）一直在密切关注事态发展，并对在线课程的各个方面提出了更详细的反对意见。托马斯·k·林赛（Thomas K. Lindsay）讲述了他自己教授两门在线课程的积极经历，尽管不是“大规模”课程，并提出了一条中间道路作为解决方案。
Editor’s Note: Massive Online Open Courses, or MOOCs, have emerged as a great hope for education reform in the eyes of many, perhaps especially among conservatives, traditionalists, and classical liberals fed up with the state of the academy and the intransigence of the faculty after years of cogent and conscientious opposition to the decline in standards. Academic Questions has already presented an extensive argument against online learning by Donald Phillip Verene in our Fall 2013 issue (“Does Online Education Rest on a Mistake?”), but we know that the jury is still out—and regardless of the verdict a certain measure of online learning is here to stay. One finds conscientious thinkers on both sides of the issue, and we present a few of them here. According to Mohammed Gad-el-Hak,“Humans are social beings and learning is a social process. Both require connection and interaction to flourish.” Thus true teaching and learning must be a personal experience and cannot take place in the impersonal coolness of the digital world. For his part, Herbert I. London questions whether much learning is taking place in classrooms today altogether. He argues that better pedagogy is available online, and needn’t be without personal interaction if mentors are assigned to respond to students’ demands, although this would probably not be possible in the case of truly massive courses. Rachelle DeJong Peterson, National Association of Scholars research associate, has been following developments closely and gives a more detailed objection to various aspects of online courses. Thomas K. Lindsay relates his own positive experience teaching two online courses, although not “massive” ones, and suggests a middle path as a solution.