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1、MOOCs何以支持高等教育和终身学习 访国际在线学习专家特里安德森 教授王志军苏珊江南大学教育信息化研究中心摘要：MOOCs 一词提出至今已有十年。从2007年的小范围教育技术研究者的研究与实 践，到国际MOOCs元年（2012年）后在国际范围内的广泛传播与研究，MOOCs 让在线教育重新走进了大众的视野。过去五年中，因MOOCs引发的教育（尤其是 高等教育）批判和变革达到了前所未有的激烈。同时，对MOOCs变革教育的高度 期待，与MOOCs不足一提的深刻批判也一直相伴相生，各种学术名词不断涌现。 今H,人们对MOOCs的热情似乎已经退却。那么，当前MOOCs的发展状况究竟是 怎样的，究竞什么
2、是MOOCs,其快速发展的动因是什么？它乂是如何支持高等教 育和终身学习的?如何对其进行评价?它未来又将呈现怎样的发展趋势?为了找到 这些问题的答案，笔者站在MOOCs支持高等教育和终身注习的角度，访谈了国 际著名的在线学习专家一一加拿大阿萨巴斯卡大学特里安德森教授。他结合国 际MOOCs近年的发展实际和研究，以事实和数据为基础，对这些问题进行了阐 述。特里安德森教授指tB：MOOCs类型多样且不断发展，其概念也在演变，“大 规模、开放、在线和课程”为其基本特征。MOOCs的媒体关注度虽然降低了很多, 但是其学习者数量一直在持续上升。政府、高校、企业、学习者各白的利益诉求 推动着MOOCs的发
3、展。当前，MOOCs已经对高等教育和学习者的职业发展产生了 多样化影响。在MOOCs的学分认证与学习评价中，微学位是MOOCs学分认证的重 要方式。同时，学习评价中，MOOCs监考的重点在于确定参加考核的是学习者本 人，且利用技术进行实吋监控。MOOCs的本质是一种在线课程，传统在线课程的 评价标准可以对其进行评价。MOOCs免费、交互的开展需要教师团队做很多额外 工作，大多数MOOCs在学生交互和参与以及学习者支持方而做得并不好。未来MOOCs的设计需要从结构、社会存在和交互、讨论促进工具、发布和促进机制四 个方面加以完善。关键词：高等教育;终身学习；MOOCs;远程教育;在线学习； 作者简
4、介：王志军，教育技术学博士，江南大学教育信息化研究中心副教授;研 究方向：远程教育与在线学习（jnuwzjjiang-nan. edu. cn）;作者简介：苏珊，教育技术学硕士研究生，江南大学教育信息化研究中心 (897219757qq. com)。收稿日期：2017-08-13基金：江苏省教育科学“十三五”规划2016年度课题“基于CSE模型的高校课 程评估研究”How MOOCs Supporting High Education and Lifelong Learning:an Interview with International Online Learning Expert Pro
5、fessor Terry AndersonWANG Zhijun SU ShanResearch Center of ICT in Education, JiangnanUniversity;Abstract：The Word MOOCs has been coined for ten years. MOOCs has been made online learning to public view again, from the year 2007 when only a few group of people in educational technology did research a
6、nd practiced in it, to the year of MOOCs ( 2012) after which MOOCs have spread and researched among various areas in the interneitional con text. In the past five yeeirs, the criticism of Education ( especially higher education) and the discussion on education reform in the Internet era have become
7、unprecedented intense caused by MOOCs. At the same time, the two voices of the high expectations of MOOCs change education, and the deep criticism on MOOCs is always together. A variety of related academic terms have also emerged. Today, enthusiasm for MOOCs seems to have rcccclecL What is the curre
8、nt situation of MOOCs in the international community? What is MOOCs and what drives MOOCs developed so rapidly? How does it support higher education and 1ifelong learning? How to evaluate it and what will the future of MOOCs be? In order to find answers to these questions， we interview with famous i
9、nternational online learning expert Professor Terry Anderson at Athabasca University in Canada from the perspective of how MOOCs supporting higher education and lifelong learning. He described these issues based on the research facts and data from international MOOCs development in recent years. Pro
10、fessor Terry Anderson Proposed the fol 1owing ideas: Various types of MOOCs were developed and the concept of MOOCs is changing. Massive, Open， Online emd Course are the main characteristics of it. These characteristics determine that it can support lifelong learning. Although MOOCs gets much less m
11、edia attention, the number of learners has been rising. Government, universities, enterprises, 1 earners have their own different motivation and interests in MOOCs, which promotes the dcvclopment of MOOCs. MOOCs have had a diversified impact on the career development of higher education and learners
12、. Although people always emphasize MOOCs can promote education fair, in fact Matthew effect still exists. MOOCs low completion rate is not its flaw, because it is a kind of 1 earning form that learners can learn according to their own will and nccds，and no necd to participatc in the assessment. It i
13、s the best learning form for learners to keep their own pace and to keep pace with the timeline of institute. Micro-degree is an important way for MOOCs credit certification and evaluation in MOOC. In the process of learning evaluation, there are two key points for MOOCs supervision: To make sure th
14、e one participatc in the asscssment is the learner self, and to make full use of technologies for real-time monitoring. MOOCs is an online course in nature, so the traditional online courses evaluation criteria can be used to evaluate it. Because MOOCs free and interaction require the facuIty to do
15、a 1 ot of extra work, most MOOCs do not do well in students， intcraction emd participation， as well as learner support. The future MOOCs design needs to be improved from four aspects: structure, social presence and interaction, discussion facilitation tools, and facilitation and delivery mechanisms.
16、Keyword：higher education; lifelong learning; MOOCs; online learning;Received： 2017-08-13记者:安德森教授，非常感谢您在百忙之中接受我们的采访。MOOCs从2007年提 出后，距今已有十年。十年来，研究者围绕MOOCs的本质和特征开展了众多研 究。随着MOOCs类型的不断丰富，MOOCs的概念在不断变化，那么到底什么是 MOOCs,如何看待这种概念上的变化？安德森教授:非常高兴可以和同行分享我对于MOOCs的观点。在我看來， MOOCs有四个基本特征:大规模、开放、在线和课程，这四个特征从不同方面支 持人们的终身学习。第一个特征是大规模。MOOCs有很强的可扩展性，能支持大 规模的学习者学习，而不影响学习质量。这种可扩展性不是说一定要有很多人同 吋学习。就同我们不知道-根线有多长一样，这种“人规模”的学习者人数可以 是不确定的。这种“可扩展性”为终身学习提供了机会和平台。第二个特征是开 放MOOC
