Factors for Development of Learning Content and Task for MOOCs in an Asian Context
Factors for Development of Learning Content and Task for MOOCs in an Asian Context
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亚洲背景下 MOOC 学习内容和任务开发的因素
DOI：
10.5539/ies.v9n5p48
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Fazilah Idris
中科院分区：
文献类型：
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作者：
Norazah Nordin;H. Norman;M. A. Embi;A. Z. Mansor;Fazilah Idris
新兴学习技术的快速发展导致了大规模开放式在线课程（MOOC）的引入，这些课程为大量学生提供基于开放式的在线学习课程。随着这一进步，马来西亚教育部最近通过与四所公立大学合作，启动了马来西亚MOOC。本文提出了可用于开发MOOC学习内容的因素，这些因素是：（i）MOOC类型，（ii）视频讲座类型，（iii）视频讲座中文化方面的整合，（iv）视频讲座中的交流风格，以及（v）视频讲座中的幽默效果。本文还提出了开发MOOC学习任务的因素，即：（i）学习任务的结构;（ii）学习任务中的对话;（iii）学习任务中的学习者自主性;（iv）学习任务的社会环境;（v）学习任务的交易距离。这些因素是基于MOOC在民族关系发展过程中的经验，并与学习概念和策略相一致，如交易距离理论和幽默感计算机模型理论。最后对MOOC的发展和研究方向进行了展望。
The rapid advancement of emergent learning technologies has led to the introduction of massive open online courses (MOOCs) which offer open-based online learning courses to a large number of students. In line with the advancement, the Malaysia Ministry of Education has recently initiated Malaysia MOOCs via collaboration with four public universities. This paper proposes factors that could be used in development of MOOC learning content, which are: (i) type of MOOC, (ii) type of video lectures, (iii) integration of cultural aspects in video lectures, (iv) communication style in video lectures; and (v) humor effect in video lectures. The paper also proposes factors in developing MOOC learning tasks, namely: (i) structure of learning tasks; (ii) dialog in learning tasks; (iii) learner autonomy in learning tasks; (iv) social settings of learning tasks; and (v) transactional distance of learning tasks. The factors are based on experiences during development of MOOC for ethnic relations and are aligned with learning concepts and strategies such as the transactional distance theory and the theory of the computer model of a sense of humor. Future directions on the development and research on MOOCs are also proposed.