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1、ContentslistsavailableatScienceDirectInternetandHigherEducationVirtuallyunlimitedclassrooms:PedagogicalpracticesinmassiveopenonlinecoursesBritToven-Lindsey⁎,RobertA.Rhoads,JenniferBerdanLozanoDepartmentofEducation,UniversityofCalifornia,LosAngeles,UnitedStatesarticl
2、einfoabstractArticlehistory:Massiveopenonlinecourses(MOOCs)havebecomeaprominentfeatureofthehighereducationdiscourseinre-Accepted14July2014centyears.Yet,littleisknownabouttheeffectivenessoftheseonlinecoursesinengagingparticipantsintheAvailableonline1August2014learnin
3、gprocess.Thisstudyexplorestherangeofpedagogicaltoolsusedin24MOOCs,includingtheepistemo-logicalandsocialdimensionsofinstruction,toconsidertheextenttowhichthesecoursesprovidestudentswithKeywords:high-quality,collaborativelearningexperiences.Findingssuggestthattherange
4、ofpedagogicalpracticescurrent-Massiveopenonlinecourses(MOOCs)lyusedinMOOCstendstowardanobjectivist-individualapproach,withsomeeffortstoincorporatemorecon-OnlineeducationEngagedteachingandlearningstructivistandgroup-orientedapproaches.ByexaminingMOOCsthroughthelensof
5、engagedteachingandCriticalpedagogylearning,thisstudyraisesconcernsaboutthedegreetowhichMOOCsareactuallyrevolutionizinghighereduca-Studentengagementtionbyusingtechnologytoimprovequality,andchallengeseducatorstostriveformorecreativeandempoweringformsofopenonlinelearni
6、ng.1.IntroductionCorporateFinanceattheUniversityofPennsylvania.Atthesametime,ahandfulofkeyplayers,includingCoursera,edX,andUdacity,haveOnlineeducationisthefastestgrowingsegmentofhighereducationbeeninstrumentalinthedevelopmentofthemovement.Accordingto(Deming,Goldin,&
7、Katz,2012).Morethan6.1millionstudentsparticipat-DaphneKoller,co-founderofCoursera,MOOCswilltransform,notdis-edinafullyonlinecourseduringfall2010,a10percentincreaseovertherupt,highereducationandleveragetechnologytoimprovequalitypreviousyear(Allen&Seaman,2011).Onlinei
8、nstruction,includingweb-(Korn,2013).Shestates,“Wedon'tbelievethatcomputersshouldre-facilitated,blended,hybrid,andfullyonlinecourses,hasbec
