【摘 要】
：
MOOCs debuted in the United States-and quickly around the world-in early 2012.At the time,many predicted the end of higher education as we know it.That did
【机 构】
：
GeorgiaUniversity,USA
【出 处】
：
The 13th International Conference for Media in Education(第13
论文部分内容阅读
MOOCs debuted in the United States-and quickly around the world-in early 2012.At the time,many predicted the end of higher education as we know it.That did not happen-at least not yet.What did happen is a resurgence of a dialogue about learning online,ranging from the tools and hardware to content to interactions.It also led to reconsideration by many of implications for the learner.Research has long indicated that a primary challenge to distance education is isolation of the learner; MOOCs and other large online learning experiences may serve to further exacerbate this potential outcome.As institutions of higher education increasingly move toward increasing the number of online courses as well as online degrees,a key challenge remains: how to engage learners,individually and collectively,so that they do not become isolated,discouraged,and even potentially dropout.We will explore the challenges as well as potential strategies for how educators can focus on making it personal for the learner.
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