慕课同心圈式发展:从高等教育破坏性创新向持续性创新模式的转变
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摘要
本文批判地分析了2012年以来慕课的发展。慕课在大学的实施受到多种并存且相互冲突的因素的影响。本文并非对相关研究文献进行深度述评,而是旨在揭示这些驱动因素并非泾渭分明、一成不变的关系。从这个角度看,本文认为慕课本质上是一种政策手段,被大学公开或间接地用于达成某个具体背景下政策过程的特定目标。本文的理论框架建立在教育政策过程和发展的基础上。慕课是一种全球现象,等同于在线学习或成为其代名词。但是,如此认识慕课是把问题简单化了,强调的是学习的传送方式而非对有效教学设计的深入理解。本文用相互交织的同心圈喻指慕课的不同发展阶段,以说明不同发展阶段的驱动因素具有连续性。换言之,有些驱动因素的作用可能不如从前了,但是它们依然对慕课的全球和本地实施环境产生影响。文章最后反思了慕课的下一个"发展圈",即大学可以选择部署慕课,以实现自身的目标和(或)更宏大的目标。
This article critiques Massive Open Online Course(MOOC) evolution since 2012. Rather than an in-depth review of the research literature, the paper attempts to capture the fluid boundaries between competing and co-existing drivers guiding MOOC implementation in universities. From this perspective,the paper views MOOCs as essentially a policy lever, implemented either explicitly or implicitly within universities to achieve particular objectives in a contextualised policy process. The theoretical framework is based on educational policy processes and development. MOOCs are a global phenomenon, tantamount with, or a proxy for, engaging in online learning. The limitations of this conceptualisation, which it is argued is based on a simplistic focus on the delivery mode of learning as opposed to a nuanced understanding of effective instructional design. The metaphor of loops or intertwined concentric circles of development in the critique demonstrates that the drivers of these circles are continuous. Some drivers may have diminished, they are nevertheless still playing a role in shaping global and local contexts in which MOOCs operate. The paper concludes by reflecting on and considering the next loop or concentric circle in which universities may choose to deploy MOOCs to meet their own local objectives and/or more global ambitions.
This article critiques Massive Open Online Course(MOOC) evolution since 2012. Rather than an in-depth review of the research literature, the paper attempts to capture the fluid boundaries between competing and co-existing drivers guiding MOOC implementation in universities. From this perspective,the paper views MOOCs as essentially a policy lever, implemented either explicitly or implicitly within universities to achieve particular objectives in a contextualised policy process. The theoretical framework is based on educational policy processes and development. MOOCs are a global phenomenon, tantamount with, or a proxy for, engaging in online learning. The limitations of this conceptualisation, which it is argued is based on a simplistic focus on the delivery mode of learning as opposed to a nuanced understanding of effective instructional design. The metaphor of loops or intertwined concentric circles of development in the critique demonstrates that the drivers of these circles are continuous. Some drivers may have diminished, they are nevertheless still playing a role in shaping global and local contexts in which MOOCs operate. The paper concludes by reflecting on and considering the next loop or concentric circle in which universities may choose to deploy MOOCs to meet their own local objectives and/or more global ambitions.
引文
Allen,I.E.,&Seaman,J.(2014).Grade change:Tracking online education in the United States.Retrieved from http://www.onlinelearningsurvey.com/reports/gradechange.pdf
Australian Government.(2016).International Education 2025 Roadmap.Australian Trade and Investment Commission.Retrieved from https://www.austrade.gov.au/Australian/Education/Services/Australian-International-Education-2025/aie2025-roadmap
B?hr,H.(2010).The politics of means and ends:Policy instruments in the European Union.Surrey:Ashgate Publishing Limited.
Ball,S.(1994).Education reform:A critical and post-structural account.Buckingham:Open University Press.
Ball,S.(2008).The Education Debate.Bristol:The Policy Press.
Bozkurt,A.,Akgün-?zbek,E.,&Zawacki-Richter,O.(2017).Trends and patterns in Massive Open Online Courses:Review and content analysis of research on MOOCs(2008-2015).International Review of Research in Open and Distributed Learning,8(5),118-147.
Brown,M.(2018).Why invest in MOOCs?Strategic institutional drivers.In D.Jansen&L.Konings(Eds.).The 2018 OpenupEd trend report on MOOCs(pp.6-9).European Association of Distance Teaching Universities(EADTU),Maastricht,The Netherlands.
Casta?o Mu?os,J.,Punie,Y.,Imamorato Dos Santos,A.,Mitic,M.,&Morais,R.(2016).How are higher education institutions dealing with openness?A survey of practices,beliefs and strategies in five European countries.Retrieved from https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/how-are-higher-education-institutions-dealing-openness-survey-practices-beliefs-and
Clark,D.(2013).MOOCs:taxonomy of 8 types of MOOC.Donald Clark Plan B,April 16,2013.Retrieved from http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs-taxonomy-of-8-types-of mooc.html
Class Central.(2018a).MOOCs by the numbers in 2017.Retrieved from https://www.class-central.com/report/mooc-stats-2017
Class Central.(2018b).Analysis of 450 MOOC-Based Microcredentials Reveals Many Options But Little Consistency.Retrieved from https://www.class-central.com/report/moocs-microcredentials-analysis-2018/
Collins,C.,&Littlejohn,A.(2017).Why Study on a MOOC?The Motives of Students and Professionals.International Review of Research in Open and Distributed Learning,18(2),92-102.
Conole,G.(2015).Designing effective MOOCs.Educational Media International,52(4),239-252.
Central Statistics Office(CSO).2017.The Irish Language.Retrieved from http://www.cso.ie/en/media/csoie/releasespublications/documents/population/2017/7._The_Irish_language.pdf
Darmody,M.,&Daly,T.(2015).Attitudes towards the Irish Language on the Island of Ireland.Retrieved from https://www.esri.ie/pubs/BKMNEXT294_Vol-1.pdf:ESRI&Foras na Gaeilge
EC(European Commission)(1994).Growth,competitiveness,and employment:The challenges and ways forward into the 21st century.White paper.Luxembourg/Lanham,MD:Office for Official Publications of the European Communities/Unipub.Retrieved from:https://publications.europa.eu/en/publication-detail/-/publication/0d563bc1-f17e-48ab-bb2a-9dd9a31d5004/language-en/formatPDF/source-search
EC(2000).Commission staff working paper.A memorandum on lifelong learning.Brussels:European Commission.Retrieved from:http://arhiv.acs.si/dokumenti/Memorandum_on_Lifelong_Learning.pdf
Euromonitor.(2017).Current trends in the Global Education Sector.Euromonitor International.Retrieved from http://www.dcu.ie/library/passport
European Commission.(2018).Digital Education Action Plan for Europe.Retrieved from https://ec.europa.eu/education/initiatives/european-education-area/digital-education-action-plan_en
FutureLearn.(2018a).Who our are Learners?Retrieved from https://about.futurelearn.com/tag/archetypes
FutureLearn.(2018b).How a degree on FutureLearn works.Retrieved from https://www.futurelearn.com/degrees
Garrett,R.,&Walker,C.(2017).Online higher education in England:Explaining distance learning decline.The Observatory on Borderless Higher Education.Retrieved from http://www.obhe.ac.uk/documents/view_details?id=107
Garrett,R.(2018).Whatever happened to the promise of online learning?The Observatory on Borderless Higher Education.Retrieved from http://www.obhe.ac.uk/documents/view_details?id=1091
Hill,M.,&Hupe,P.(2009).Implementing Public Policy:Governance in Theory and Practice.London:Sage.
Hollands,F.M.,&Tirthali,D.(2014).Why do institutions offer MOOCs?Online Learning,18(3),1-20.
Howlett,M.(2000).Managing the“hollow state”:procedural policy instruments and modern governance.Canadian Public Administration/Administration Publique du Canada,43,412-431.
Howlett,M.(2011).Designing public policies:Principles and instruments.London:Routledge.
Jansen,D.,&Goes-Daniels,M.(2016).Comparing institutional MOOC strategies:Status report based on a mapping survey conducted October to December 2015.European Association of Distance Teaching Universities(EADTU).Retrieved from https://eadtu.eu/images/publicaties/Comparing_Institutional_MOOC_strategies.pdf
Jansen,D.,&Konings,L.(2017).MOOC strategies of European institutions.European Association of Distance Teaching Universities(EAD-TU).Retrieved from https://eadtu.eu/documents/Publications/OEenM/MOOC_Strategies_of_European_Institutions.pdf
Jansen,D.,&Schuwer,R.(2015).Institutional MOOC strategies in Europe.European Association of Distance Teaching Universities(EADTU).Retrieved from https://eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf
OECD.(2018).Education at a glance.Centre for Educational Research and Innovation.Retrieved from https://www.oecd-ilibrary.org/education/education-at-a-glance-2018_eag-2018-en
New Zealand Productivity Commission.(2017).New models of tertiary education.Final Report.Retrieved from http://www.productivity.govt.nz/inquiry-content/tertiary-education
Ospina-Delgado,J.E.,Zorio-grima,A.,&García-benau,M.A.(2016).Massive Open Online Courses in higher education:A data analysis of the MOOC supply.Intangible Capital,12(5),1401-1450.
Palumbo,D.J.,&Calista,D.J.(eds.)1990.Implementation and Public Policy:Opening up the Black Box.Westport:Greenwood Press.
Pappano,L.(2012).The year of the MOOC.The New York Times,2(12).Retrieved from http://edinaschools.org/cms/lib07/MN01909547/
Pettigrew,A.M.(1990).Longitudinal field research on change:Theory and Practice.Organization Science,1,267-292.
Pew Research Centre.(2016).Lifelong Learning and Technology(pp.1-69.)Retrieved from http://www.pewinternet.org/2016/03/22/lifelong-learning-and-technology/
Regmi,K.D.(2015).Lifelong Learning:Foundational Models,Underlying Assumptions and Critiques.International Review of Education,61(2),133-151.
Sabatier,P.(2005).From Policy Implementation to Policy Change:APersonal Odyssey.In?.Gornitzka,M.Kogan,&A.Amaral.(eds.)Reform and Change in Higher Education:Analysing Policy Implementation(pp.17-34).Dordrecht:Springer.
Seaman,J.,Allen,E.,&Seaman,J.(2018).Grade increase:Tracking distance education in the United States.Babson Survey Research Group,Boston.Retrieved from https://onlinelearningsurvey.com/reports/gradeincrease.pdf
Shan,H.(2017).Lifelong education and lifelong learning with Chinese characteristics:A critical policy discourse analysis.Asia Pacific Education Review,18(2),189-201.
Sharrock,G.(2015).Making sense of the MOOC debate.Journal of Higher Education Policy and Management,37(5),597-609.
Siemens,G.,Gasevic,D.,&Dawson,S.(2015).Preparing for the digital university.Retrieved from https://linkresearchlab.org/PreparingDigital University.pdf
Van de Vall,M.,&Bolas,C.(1980).Applied Social Discipline Research or Social Policy Research:The Emergence of a Professional Paradigm in Sociological Research.The American Sociologist,15(3),128-137.
Vidovich,L.(2001).A conceptual framework for analysis of education policy and practices.Australian Association for Research in Education 2001 International Education Research Conference.Fremantle,Victoria Australia.
Weller,M.(2018).Twenty-years of Ed Tech.EDUCAUSE Review,July/August,34-48.
Universities Australia.(2017).Number of students studying online.Retrieved from http://www.universityrankings.com.au/distance-education-numbers.html
Xiao,J.(2018).On the margins or at the center?Distance education in higher education,Distance Education,39(2),259-274.
(1)Weller, M.((July/August, 2018). Twenty Years of Edtech. EDUCAUSE Review, 53(4). Retrieved from https://er.educause.edu/articles/2018/7/twenty-years-of-edtech
(2)Pappano, L.(November 14, 2012). The Year of the MOOC. New York Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html
(1)Brown, M.(2018). Why invest in MOOCs? Strategic institutional drivers. In D. Jansen&L.Konings(Eds.). The 2018 OpenupEd trend report on MOOCs(pp. 6-9). European Association of DistanceTeaching Universities(EADTU), Maastricht, The Netherlands.
Australian Government.(2016).International Education 2025 Roadmap.Australian Trade and Investment Commission.Retrieved from https://www.austrade.gov.au/Australian/Education/Services/Australian-International-Education-2025/aie2025-roadmap
B?hr,H.(2010).The politics of means and ends:Policy instruments in the European Union.Surrey:Ashgate Publishing Limited.
Ball,S.(1994).Education reform:A critical and post-structural account.Buckingham:Open University Press.
Ball,S.(2008).The Education Debate.Bristol:The Policy Press.
Bozkurt,A.,Akgün-?zbek,E.,&Zawacki-Richter,O.(2017).Trends and patterns in Massive Open Online Courses:Review and content analysis of research on MOOCs(2008-2015).International Review of Research in Open and Distributed Learning,8(5),118-147.
Brown,M.(2018).Why invest in MOOCs?Strategic institutional drivers.In D.Jansen&L.Konings(Eds.).The 2018 OpenupEd trend report on MOOCs(pp.6-9).European Association of Distance Teaching Universities(EADTU),Maastricht,The Netherlands.
Casta?o Mu?os,J.,Punie,Y.,Imamorato Dos Santos,A.,Mitic,M.,&Morais,R.(2016).How are higher education institutions dealing with openness?A survey of practices,beliefs and strategies in five European countries.Retrieved from https://ec.europa.eu/jrc/en/publication/eur-scientific-and-technical-research-reports/how-are-higher-education-institutions-dealing-openness-survey-practices-beliefs-and
Clark,D.(2013).MOOCs:taxonomy of 8 types of MOOC.Donald Clark Plan B,April 16,2013.Retrieved from http://donaldclarkplanb.blogspot.co.uk/2013/04/moocs-taxonomy-of-8-types-of mooc.html
Class Central.(2018a).MOOCs by the numbers in 2017.Retrieved from https://www.class-central.com/report/mooc-stats-2017
Class Central.(2018b).Analysis of 450 MOOC-Based Microcredentials Reveals Many Options But Little Consistency.Retrieved from https://www.class-central.com/report/moocs-microcredentials-analysis-2018/
Collins,C.,&Littlejohn,A.(2017).Why Study on a MOOC?The Motives of Students and Professionals.International Review of Research in Open and Distributed Learning,18(2),92-102.
Conole,G.(2015).Designing effective MOOCs.Educational Media International,52(4),239-252.
Central Statistics Office(CSO).2017.The Irish Language.Retrieved from http://www.cso.ie/en/media/csoie/releasespublications/documents/population/2017/7._The_Irish_language.pdf
Darmody,M.,&Daly,T.(2015).Attitudes towards the Irish Language on the Island of Ireland.Retrieved from https://www.esri.ie/pubs/BKMNEXT294_Vol-1.pdf:ESRI&Foras na Gaeilge
EC(European Commission)(1994).Growth,competitiveness,and employment:The challenges and ways forward into the 21st century.White paper.Luxembourg/Lanham,MD:Office for Official Publications of the European Communities/Unipub.Retrieved from:https://publications.europa.eu/en/publication-detail/-/publication/0d563bc1-f17e-48ab-bb2a-9dd9a31d5004/language-en/formatPDF/source-search
EC(2000).Commission staff working paper.A memorandum on lifelong learning.Brussels:European Commission.Retrieved from:http://arhiv.acs.si/dokumenti/Memorandum_on_Lifelong_Learning.pdf
Euromonitor.(2017).Current trends in the Global Education Sector.Euromonitor International.Retrieved from http://www.dcu.ie/library/passport
European Commission.(2018).Digital Education Action Plan for Europe.Retrieved from https://ec.europa.eu/education/initiatives/european-education-area/digital-education-action-plan_en
FutureLearn.(2018a).Who our are Learners?Retrieved from https://about.futurelearn.com/tag/archetypes
FutureLearn.(2018b).How a degree on FutureLearn works.Retrieved from https://www.futurelearn.com/degrees
Garrett,R.,&Walker,C.(2017).Online higher education in England:Explaining distance learning decline.The Observatory on Borderless Higher Education.Retrieved from http://www.obhe.ac.uk/documents/view_details?id=107
Garrett,R.(2018).Whatever happened to the promise of online learning?The Observatory on Borderless Higher Education.Retrieved from http://www.obhe.ac.uk/documents/view_details?id=1091
Hill,M.,&Hupe,P.(2009).Implementing Public Policy:Governance in Theory and Practice.London:Sage.
Hollands,F.M.,&Tirthali,D.(2014).Why do institutions offer MOOCs?Online Learning,18(3),1-20.
Howlett,M.(2000).Managing the“hollow state”:procedural policy instruments and modern governance.Canadian Public Administration/Administration Publique du Canada,43,412-431.
Howlett,M.(2011).Designing public policies:Principles and instruments.London:Routledge.
Jansen,D.,&Goes-Daniels,M.(2016).Comparing institutional MOOC strategies:Status report based on a mapping survey conducted October to December 2015.European Association of Distance Teaching Universities(EADTU).Retrieved from https://eadtu.eu/images/publicaties/Comparing_Institutional_MOOC_strategies.pdf
Jansen,D.,&Konings,L.(2017).MOOC strategies of European institutions.European Association of Distance Teaching Universities(EAD-TU).Retrieved from https://eadtu.eu/documents/Publications/OEenM/MOOC_Strategies_of_European_Institutions.pdf
Jansen,D.,&Schuwer,R.(2015).Institutional MOOC strategies in Europe.European Association of Distance Teaching Universities(EADTU).Retrieved from https://eadtu.eu/documents/Publications/OEenM/Institutional_MOOC_strategies_in_Europe.pdf
OECD.(2018).Education at a glance.Centre for Educational Research and Innovation.Retrieved from https://www.oecd-ilibrary.org/education/education-at-a-glance-2018_eag-2018-en
New Zealand Productivity Commission.(2017).New models of tertiary education.Final Report.Retrieved from http://www.productivity.govt.nz/inquiry-content/tertiary-education
Ospina-Delgado,J.E.,Zorio-grima,A.,&García-benau,M.A.(2016).Massive Open Online Courses in higher education:A data analysis of the MOOC supply.Intangible Capital,12(5),1401-1450.
Palumbo,D.J.,&Calista,D.J.(eds.)1990.Implementation and Public Policy:Opening up the Black Box.Westport:Greenwood Press.
Pappano,L.(2012).The year of the MOOC.The New York Times,2(12).Retrieved from http://edinaschools.org/cms/lib07/MN01909547/
Pettigrew,A.M.(1990).Longitudinal field research on change:Theory and Practice.Organization Science,1,267-292.
Pew Research Centre.(2016).Lifelong Learning and Technology(pp.1-69.)Retrieved from http://www.pewinternet.org/2016/03/22/lifelong-learning-and-technology/
Regmi,K.D.(2015).Lifelong Learning:Foundational Models,Underlying Assumptions and Critiques.International Review of Education,61(2),133-151.
Sabatier,P.(2005).From Policy Implementation to Policy Change:APersonal Odyssey.In?.Gornitzka,M.Kogan,&A.Amaral.(eds.)Reform and Change in Higher Education:Analysing Policy Implementation(pp.17-34).Dordrecht:Springer.
Seaman,J.,Allen,E.,&Seaman,J.(2018).Grade increase:Tracking distance education in the United States.Babson Survey Research Group,Boston.Retrieved from https://onlinelearningsurvey.com/reports/gradeincrease.pdf
Shan,H.(2017).Lifelong education and lifelong learning with Chinese characteristics:A critical policy discourse analysis.Asia Pacific Education Review,18(2),189-201.
Sharrock,G.(2015).Making sense of the MOOC debate.Journal of Higher Education Policy and Management,37(5),597-609.
Siemens,G.,Gasevic,D.,&Dawson,S.(2015).Preparing for the digital university.Retrieved from https://linkresearchlab.org/PreparingDigital University.pdf
Van de Vall,M.,&Bolas,C.(1980).Applied Social Discipline Research or Social Policy Research:The Emergence of a Professional Paradigm in Sociological Research.The American Sociologist,15(3),128-137.
Vidovich,L.(2001).A conceptual framework for analysis of education policy and practices.Australian Association for Research in Education 2001 International Education Research Conference.Fremantle,Victoria Australia.
Weller,M.(2018).Twenty-years of Ed Tech.EDUCAUSE Review,July/August,34-48.
Universities Australia.(2017).Number of students studying online.Retrieved from http://www.universityrankings.com.au/distance-education-numbers.html
Xiao,J.(2018).On the margins or at the center?Distance education in higher education,Distance Education,39(2),259-274.
(1)Weller, M.((July/August, 2018). Twenty Years of Edtech. EDUCAUSE Review, 53(4). Retrieved from https://er.educause.edu/articles/2018/7/twenty-years-of-edtech
(2)Pappano, L.(November 14, 2012). The Year of the MOOC. New York Times. Retrieved from http://www.nytimes.com/2012/11/04/education/edlife/massive-open-online-courses-are-multiplying-at-a-rapid-pace.html
(1)Brown, M.(2018). Why invest in MOOCs? Strategic institutional drivers. In D. Jansen&L.Konings(Eds.). The 2018 OpenupEd trend report on MOOCs(pp. 6-9). European Association of DistanceTeaching Universities(EADTU), Maastricht, The Netherlands.