Research On The Development Of MOOC In American Colleges And Universities

MOOC(Massive Open Online Course),is a world-wide course and even a new form of education and teaching that is full of vitality,practical effects and development prospects in the contemporary era.Artificial intelligence high-tech provides a broader and fairer platform,opportunity and possibility for more open,flexible,wide-area and efficient higher education teaching activities.This paper focuses mainly on why and how MOOCs started and were born in American colleges and universities and gained such effective and rapid development and dissemination,and what enlightenment and reference can be made to the development of higher education in China as well as the construction of colleges and universities.This paper takes American college MOOCs as the research object,adheres to the scientific and unified educational social ecology research ideas and paradigms of logical method and historical method,uses literature research method,comparative research method and case study method to systematically sort out and present American college MOOCs.The development stages and course of the budding,forming and expanding of the course deeply analyzed and summarized the influencing factors,process characteristics and effectiveness issues of each development stage,and refined and constructed the characteristics and values with enlightening significance.The period from the late 20 th century to 2009 was the embryonic stage of MOOCs in American colleges and universities.MOOCs in American universities originated from the Open Course Ware(OCW)project of the Massachusetts Institute of Technology in 2001.In August 2007,Professor David Wiley of Utah State University in the United States set up an open course “Intro to Open Education” based on the wiki system,which became the budding of the MOOC teaching model.In 2008,Dave Cormier of the University of Prince Edward Island in Canada and Brian Alexander,a senior researcher at the National Institute for the Application of Technology in Humanities and Education,jointly proposed the term MOOC.In2008,the first “Connectism and Connected Knowledge(CCK08)” MOOC course was born,which became the prototype of the MOOC teaching model.The period from 2010 to 2014 was the forming stage of MOOCs in American colleges and universities.In 2012,the three major MOOC platforms,Coursera,edx,and Udacity,came out in the United States one after another,causing widespread sensation and being called the“troika” of MOOCs.The New York Times also called 2012 the “Year of MOOCs” in the United States,marking the arrival of the booming era of MOOCs.At this time,a new form of MOOC appeared,that is,the MOOC based on behaviorist learning theory---x MOOC.x MOOC has structured,systematic,and standardized course content,which meets the needs of more learners,and has gradually become the mainstream of the MOOC teaching mode in American colleges and universities.From 2015 to the present is the expansion stage of MOOCs in American colleges and universities.U.S.colleges and universities accelerate the construction of MOOC platform,curriculum construction and application in college teaching.MOOCs in U.S.colleges and universities have developed from the initial large-scale,open,and free features to more sustainable participation of educational institutions and commercial institutions.The state of development has further intensified its impact on American colleges and universities.At this time,there are many derivative forms of MOOCs in colleges and universities.Private online courses-SPOC is the most widely used form.The course resources of MOOCs in colleges and universities are used in small-scale and specific groups of teaching forms,so that flipped classrooms based on MOOCs.The blended teaching mode has become a new teaching mode in American colleges and universities.The mature application of 5G network and VR technology and the integrated development of higher education provide intelligent teaching environment support for the expansion of MOOCs in colleges and universities.With the outbreak of the epidemic COVID-19 and its sweeping across the United States,MOOCs in American colleges and universities have highlighted the unprecedented superiority.After the outbreak of the epidemic,they have assumed the important mission of teaching and played an unprecedented leading role in teaching.Practice has proved that the technical support of high-tech MOOCs in American colleges and universities,under the influence of external environmental factors,has contributed to the smooth progress of the teaching reform process in colleges and universities.Based on an objective and systematic review of the actual process and stage patterns of the development of MOOCs in American universities,this paper makes a relatively in-depth investigation and summary of the deep nature and characteristics of MOOCs in American universities and its various stages,with a view to deepening the understanding and control of MOOCs in American universities;This paper also attempts to reveal the deep impact of the accelerated development of high and new technology,the deepening degree of social learning,the continuous strengthening of the active leadership and normative functions of the United States government,and the increasingly obvious law of independent development of American universities on the healthy development and construction of MOOCs in American universities,and proposes the basic inspiration and construction for the construction of MOOCs in Chinese universities.