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【Abstract】Rapid development of MOOC strongly impacts the traditional higher education in China, which promote us to rethink the reform of chronic disease management theory course in Colleges and Universities
Based on chronic disease management, the paper discusses the problems existing in the traditional higher education mode, and analyzes the advantages and the impact of MOOC on the development of traditional higher education. The paper aims to find a new pathway to the development of Chinese higher education under the impact of MOOC, so that MOOC will play an important role in the new round reform of educational and teaching.
【Key words】MOOC; chronic disease management; traditional classroom teaching; innovation
1. Introduction
MOOC is massive open online courses, and illustrated as “a participant distributed all over the country, but also the distribution of course materials on the network course” in Wikipedia. Open courses as an important form of open educational resources, is an important part of online education and teaching. The design, development and implementation of open course show significant effects on online education, so the construction of open course resources becomes very important.
The study contrasts and analyzes the teaching effect of MOOC and traditional classroom teaching based on chronic disease management, and discusses how to use the MOOC platform to improve the effect of nursing practice teaching in University.
2. MOOC of chronic disease management
As a new teaching model, MOOC has gradually been adopted by domestic and foreign universities, and has achieved certain results. However, according to the teaching situation of network platform in our university is still not perfect, MOOC education can not completely replace the role of teachers, the combination of online and traditional teaching would achieve the ideal teaching effect. MOOC of chronic disease management in our university mainly present as following aspects.
2.1 Education contents of MOOC on chronic disease management
The course refers to many materials such as “Chronic disease management” “Health nursing” and so on. The arrangement of the teaching contents of 6 learning topics, namely the health management of constipation patients, health management of gout patients, health management of diabetic patients, health management of patients with hypertension, health management of stroke patients, and health management of patients with coronary heart disease. 2.2 Education method of MOOC
The content of chronic disease management is wide, and knowledge is scattered. In order to achieve better teaching effect and easily grasp the course for students, variety of teaching methods should be used, including questions method, discussion method and demonstration method. Among them, the case teaching method is an often used and very important teaching method.
2.3 Assessment methods of MOOC
The course grade of Good University Online is consisting with online scores and comprehensive scores. The course online score of 100 points, including: objective practice 60%, subjective practice 20%, and courseware browsing 20%.The comprehensive score of the course is 100 points. It consists of three parts: Online scores, offline scores (exams) and other items. Other items include other bonus items except the flipped classroom. Online scores are 50% and offline scores is 50%, and there may be additional points additional items (flipped classroom 5%), but the total score is not more than 100 points. In general, the integrated curriculum is more than 60 grades, namely courses conformity.
2.4 Results and effects of MOOC
The monitoring students’ access behavior of the network curriculum is similar to check attendance in the realistic classroom. Online login is a student learning time and learning times, so that the teachers can inspect each class, and overall grasp the whole platform access status. The students attend the MOOC of chronic diseases management during the experiment as following (Figure 1).
Figure 1. The number of students visiting the course platform of chronic diseases management every day
3. Advantages and characteristics of MOOC
The advantage of MOOC lies in the transform from teachers in former classroom to students as oriented body. The online platform strengthened the interaction between students and teachers, and also cultivated students’ autonomous learning.
The advantage of MOOC is obviously. However, there still is absence the obvious data to support the teaching effect of MOOC. This topic aims at the “chronic diseases management”, the students are divided into traditional classroom teaching and the MOOC teaching.
4. Discussion
Based on the learning attitude, attendance, homework completion, final exams scores, and questionnaire, the students during the MOOC teaching could obtain recognition and acceptance for MOOC pattern, compared with traditional classroom teaching. MOOC really can achieve the expected results, for example, to mobilize students’ learning initiative and stimulate students’ curiosity. And the effect of MOOC is obviously superior to the traditional classroom teaching in the final performance comparison. However, carrying out MOOC teaching is facing the following problems:
1) Whether students can actively watch videos and actively participate in the discussion? How to guide students to accept this new teaching model？
2) What is the actual teaching effect? How to determine the evaluation index and evaluation system and evaluation method? How to compare the quality between the traditional teaching and MOOC, and how to judge the comparing results is correct (or reasonable)? We should pay more attention to the cultivation of students’ interest in learning and the learning ability to adapt to this new teaching mode. The above results are not reflected and measured during the period of school.
3) The teachers’ enthusiasm is the most important factor. The appearance of MOOC increases the sense of crisis for teachers. To be a teacher on MOOC, the key is to talk more to students, and to discuss with the students in class.
However, MOOC can play a role in increasing public health literacy, providing continuing professional education and stimulating the development of innovative teaching models for student learning focused on chronic diseases management.
References：
[1]King C,Robinson A,Vickers J.Online education:Targeted MOOC captivates students.Nature.2014;505(7481):26.
[2]Reich J.Education research.Rebooting MOOC research.Science.2015;347(6217):34-35.
[3]Hillaire G,Iniesto F,Rienties B.Toward Emotionally Accessible Massive Open Online Courses(MOOCs).Stud Health Technol Inform.2017;242:851-854.
[4]Evans DP,Luffy SM,Parisi S,Del Rio C.The development of a massive open online course during the 2014-15 Ebola virus disease epidemic.Ann Epidemiol.2017;27(9):611-615.
[5]Mubuuke AG,Louw AJN,van Schalkwyk S.Utilizing students’ experi- ences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide:an exploratory qualitative study.BMC Med Educ.2016;16:6.
Based on chronic disease management, the paper discusses the problems existing in the traditional higher education mode, and analyzes the advantages and the impact of MOOC on the development of traditional higher education. The paper aims to find a new pathway to the development of Chinese higher education under the impact of MOOC, so that MOOC will play an important role in the new round reform of educational and teaching.
【Key words】MOOC; chronic disease management; traditional classroom teaching; innovation
1. Introduction
MOOC is massive open online courses, and illustrated as “a participant distributed all over the country, but also the distribution of course materials on the network course” in Wikipedia. Open courses as an important form of open educational resources, is an important part of online education and teaching. The design, development and implementation of open course show significant effects on online education, so the construction of open course resources becomes very important.
The study contrasts and analyzes the teaching effect of MOOC and traditional classroom teaching based on chronic disease management, and discusses how to use the MOOC platform to improve the effect of nursing practice teaching in University.
2. MOOC of chronic disease management
As a new teaching model, MOOC has gradually been adopted by domestic and foreign universities, and has achieved certain results. However, according to the teaching situation of network platform in our university is still not perfect, MOOC education can not completely replace the role of teachers, the combination of online and traditional teaching would achieve the ideal teaching effect. MOOC of chronic disease management in our university mainly present as following aspects.
2.1 Education contents of MOOC on chronic disease management
The course refers to many materials such as “Chronic disease management” “Health nursing” and so on. The arrangement of the teaching contents of 6 learning topics, namely the health management of constipation patients, health management of gout patients, health management of diabetic patients, health management of patients with hypertension, health management of stroke patients, and health management of patients with coronary heart disease. 2.2 Education method of MOOC
The content of chronic disease management is wide, and knowledge is scattered. In order to achieve better teaching effect and easily grasp the course for students, variety of teaching methods should be used, including questions method, discussion method and demonstration method. Among them, the case teaching method is an often used and very important teaching method.
2.3 Assessment methods of MOOC
The course grade of Good University Online is consisting with online scores and comprehensive scores. The course online score of 100 points, including: objective practice 60%, subjective practice 20%, and courseware browsing 20%.The comprehensive score of the course is 100 points. It consists of three parts: Online scores, offline scores (exams) and other items. Other items include other bonus items except the flipped classroom. Online scores are 50% and offline scores is 50%, and there may be additional points additional items (flipped classroom 5%), but the total score is not more than 100 points. In general, the integrated curriculum is more than 60 grades, namely courses conformity.
2.4 Results and effects of MOOC
The monitoring students’ access behavior of the network curriculum is similar to check attendance in the realistic classroom. Online login is a student learning time and learning times, so that the teachers can inspect each class, and overall grasp the whole platform access status. The students attend the MOOC of chronic diseases management during the experiment as following (Figure 1).
Figure 1. The number of students visiting the course platform of chronic diseases management every day
3. Advantages and characteristics of MOOC
The advantage of MOOC lies in the transform from teachers in former classroom to students as oriented body. The online platform strengthened the interaction between students and teachers, and also cultivated students’ autonomous learning.
The advantage of MOOC is obviously. However, there still is absence the obvious data to support the teaching effect of MOOC. This topic aims at the “chronic diseases management”, the students are divided into traditional classroom teaching and the MOOC teaching.
4. Discussion
Based on the learning attitude, attendance, homework completion, final exams scores, and questionnaire, the students during the MOOC teaching could obtain recognition and acceptance for MOOC pattern, compared with traditional classroom teaching. MOOC really can achieve the expected results, for example, to mobilize students’ learning initiative and stimulate students’ curiosity. And the effect of MOOC is obviously superior to the traditional classroom teaching in the final performance comparison. However, carrying out MOOC teaching is facing the following problems:
1) Whether students can actively watch videos and actively participate in the discussion? How to guide students to accept this new teaching model？
2) What is the actual teaching effect? How to determine the evaluation index and evaluation system and evaluation method? How to compare the quality between the traditional teaching and MOOC, and how to judge the comparing results is correct (or reasonable)? We should pay more attention to the cultivation of students’ interest in learning and the learning ability to adapt to this new teaching mode. The above results are not reflected and measured during the period of school.
3) The teachers’ enthusiasm is the most important factor. The appearance of MOOC increases the sense of crisis for teachers. To be a teacher on MOOC, the key is to talk more to students, and to discuss with the students in class.
However, MOOC can play a role in increasing public health literacy, providing continuing professional education and stimulating the development of innovative teaching models for student learning focused on chronic diseases management.
References：
[1]King C,Robinson A,Vickers J.Online education:Targeted MOOC captivates students.Nature.2014;505(7481):26.
[2]Reich J.Education research.Rebooting MOOC research.Science.2015;347(6217):34-35.
[3]Hillaire G,Iniesto F,Rienties B.Toward Emotionally Accessible Massive Open Online Courses(MOOCs).Stud Health Technol Inform.2017;242:851-854.
[4]Evans DP,Luffy SM,Parisi S,Del Rio C.The development of a massive open online course during the 2014-15 Ebola virus disease epidemic.Ann Epidemiol.2017;27(9):611-615.
[5]Mubuuke AG,Louw AJN,van Schalkwyk S.Utilizing students’ experi- ences and opinions of feedback during problem based learning tutorials to develop a facilitator feedback guide:an exploratory qualitative study.BMC Med Educ.2016;16:6.