Research on Online Curriculum of College Continuing Education Based on MOOCs

Man Hu; Fei Wu; Ke Qiao; Anhong Bao

doi:doi:10.11648/j.tecs.20220704.13

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Research on Online Curriculum of College Continuing Education Based on MOOCs

Man Hu, Fei Wu, Ke Qiao, Anhong Bao

Published in Teacher Education and Curriculum Studies (Volume 7, Issue 4)

Received: 4 November 2022 Accepted: 11 November 2022 Published: 17 November 2022

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Abstract

Modern society has continuously expanded the scale of colleges and universities, which has put forward new requirements and goals for continuing education. In the next five to ten years, there will be a change in the way colleges and universities approach continuing education, focusing more on lifelong learning rather than academic qualifications. The main issue with current network courses for higher continuing education is that they are not tailored to meet the needs of individual students in terms of individuation, differentiation, and practicality. Additionally, the problem of "teacher-centered" teaching is still prevalent. This paper looks at how higher continuing education can be improved by starting from MOOCs and using methods based on the flipped classroom model to construct teaching modes and resources. we describe how the flipped classroom model can be used to improve higher continuing education. The flipped classroom model has been found to be an effective way of teaching students because it allows students to learn in an interactive and flexible way. By using this model, educators can create a more engaging and interactive learning experience for their students. The combination of these two approaches can improve the quality of higher education and make it more accessible to everyone.

Published in	Teacher Education and Curriculum Studies (Volume 7, Issue 4)
DOI	10.11648/j.tecs.20220704.13
Page(s)	131-133
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Continuing Education, Teaching Method, MOOCs, Flipped Classroom

References

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[2]	Guiying Zhou. Reform of continuing education from the perspective of integration of Internet and lifelong learning [J]. Continuing Education Research, 2016, No. 209 (01): 5-7.
[3]	Machwate S, Bendaoud R, Burgos D, et al. Innovative Hybrid SPOC Model for Initial and Continuing Education at University [C]// World Conference on Information Systems and Technologies. Springer, Cham, 2022.
[4]	Liang Y. Allocation of multi-dimensional distance learning resource based on MOOC data [J]. International journal of continuing engineering education and life-long learning, 2022 (2): 32.
[5]	Jansen R S, Van Leeuwen A, Janssen J, et al. Exploring the link between self-regulated learning and learner behaviour in a massive open online course [J]. Journal of computer assisted learning, 2022 (4): 38.
[6]	Pursel B K, Zhang L, Jablokow K W, et al. Understanding MOOC students: motivations and behaviours indicative of MOOC completion [J]. Journal of Computer Assisted Learning, 2016, 32 (3): 202-217.
[7]	Luik P. Measuring the Post-Impact of Programming MOOCs: Development and Validation of an Instrument [J]. Education Sciences, 2021, 11.
[8]	Kuo M L, Tsai C C, Wang J C. Linking web-based learning self-efficacy and learning engagement in MOOCs: The role of online academic hardiness [J]. The Internet and Higher Education, 2021.
[9]	Castillo N M, Lee J, Zahra F T, et al. MOOCs for Development: Trends, Challenges, and Opportunities [J]. Information Technologies and International Development, 2015, 11 (2): 35-42.
[10]	Zhaohui, Gong. The development of medical MOOCs in China: current situation and challenges. [J]. Medical Education Online, 2018.
[11]	Qi Li, Weiping Zhang. SWOT Analysis of Introducing MOOCs into Adult Higher Continuing Education [J]. Journal of Yan'an University (Social Science Edition), 2015, 37 (3): 117-121.
[12]	Li Qing. A Study on the Acceptance of Ubiquitous MOOCs in Continuing Education [J] Journal of Lanzhou University of Education, 2017.
[13]	Ginns P, Ellis R A. Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning [J]. Internet and Higher Education, 2007, 10 (1): 53-64.
[14]	Chuanying Lu. Research on the hybrid learning and teaching mode of Internet-connected courses based on MOOC [J]. Software Engineering, 2016, 19 (1): 11-13.
[15]	Li Z. Analysis of mixed learning mode of distance education based on MOOC [J]. International journal of continuing engineering education and life-long learning, 2022 (2): 32.

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APA Style

Man Hu, Fei Wu, Ke Qiao, Anhong Bao. (2022). Research on Online Curriculum of College Continuing Education Based on MOOCs. Teacher Education and Curriculum Studies, 7(4), 131-133. https://doi.org/10.11648/j.tecs.20220704.13

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ACS Style

Man Hu; Fei Wu; Ke Qiao; Anhong Bao. Research on Online Curriculum of College Continuing Education Based on MOOCs. Teach. Educ. Curric. Stud. 2022, 7(4), 131-133. doi: 10.11648/j.tecs.20220704.13

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AMA Style

Man Hu, Fei Wu, Ke Qiao, Anhong Bao. Research on Online Curriculum of College Continuing Education Based on MOOCs. Teach Educ Curric Stud. 2022;7(4):131-133. doi: 10.11648/j.tecs.20220704.13

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@article{10.11648/j.tecs.20220704.13,
  author = {Man Hu and Fei Wu and Ke Qiao and Anhong Bao},
  title = {Research on Online Curriculum of College Continuing Education Based on MOOCs},
  journal = {Teacher Education and Curriculum Studies},
  volume = {7},
  number = {4},
  pages = {131-133},
  doi = {10.11648/j.tecs.20220704.13},
  url = {https://doi.org/10.11648/j.tecs.20220704.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220704.13},
  abstract = {Modern society has continuously expanded the scale of colleges and universities, which has put forward new requirements and goals for continuing education. In the next five to ten years, there will be a change in the way colleges and universities approach continuing education, focusing more on lifelong learning rather than academic qualifications. The main issue with current network courses for higher continuing education is that they are not tailored to meet the needs of individual students in terms of individuation, differentiation, and practicality. Additionally, the problem of "teacher-centered" teaching is still prevalent. This paper looks at how higher continuing education can be improved by starting from MOOCs and using methods based on the flipped classroom model to construct teaching modes and resources. we describe how the flipped classroom model can be used to improve higher continuing education. The flipped classroom model has been found to be an effective way of teaching students because it allows students to learn in an interactive and flexible way. By using this model, educators can create a more engaging and interactive learning experience for their students. The combination of these two approaches can improve the quality of higher education and make it more accessible to everyone.},
 year = {2022}
}

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TY  - JOUR
T1  - Research on Online Curriculum of College Continuing Education Based on MOOCs
AU  - Man Hu
AU  - Fei Wu
AU  - Ke Qiao
AU  - Anhong Bao
Y1  - 2022/11/17
PY  - 2022
N1  - https://doi.org/10.11648/j.tecs.20220704.13
DO  - 10.11648/j.tecs.20220704.13
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 131
EP  - 133
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20220704.13
AB  - Modern society has continuously expanded the scale of colleges and universities, which has put forward new requirements and goals for continuing education. In the next five to ten years, there will be a change in the way colleges and universities approach continuing education, focusing more on lifelong learning rather than academic qualifications. The main issue with current network courses for higher continuing education is that they are not tailored to meet the needs of individual students in terms of individuation, differentiation, and practicality. Additionally, the problem of "teacher-centered" teaching is still prevalent. This paper looks at how higher continuing education can be improved by starting from MOOCs and using methods based on the flipped classroom model to construct teaching modes and resources. we describe how the flipped classroom model can be used to improve higher continuing education. The flipped classroom model has been found to be an effective way of teaching students because it allows students to learn in an interactive and flexible way. By using this model, educators can create a more engaging and interactive learning experience for their students. The combination of these two approaches can improve the quality of higher education and make it more accessible to everyone.
VL  - 7
IS  - 4
ER  -

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Author Information

Man Hu

College of Engineering and Technology, Southwest University, Chongqing, China
Fei Wu

College of Mechanical and Vehicle Engineering, Chongqing University, Chongqing, China
Ke Qiao

College of Engineering and Technology, Southwest University, Chongqing, China
Anhong Bao

College of Engineering and Technology, Southwest University, Chongqing, China

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Plain Text BibTeX RIS

APA Style

Man Hu, Fei Wu, Ke Qiao, Anhong Bao. (2022). Research on Online Curriculum of College Continuing Education Based on MOOCs. Teacher Education and Curriculum Studies, 7(4), 131-133. https://doi.org/10.11648/j.tecs.20220704.13

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ACS Style

Man Hu; Fei Wu; Ke Qiao; Anhong Bao. Research on Online Curriculum of College Continuing Education Based on MOOCs. Teach. Educ. Curric. Stud. 2022, 7(4), 131-133. doi: 10.11648/j.tecs.20220704.13

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AMA Style

Man Hu, Fei Wu, Ke Qiao, Anhong Bao. Research on Online Curriculum of College Continuing Education Based on MOOCs. Teach Educ Curric Stud. 2022;7(4):131-133. doi: 10.11648/j.tecs.20220704.13

Copy | Download

@article{10.11648/j.tecs.20220704.13,
  author = {Man Hu and Fei Wu and Ke Qiao and Anhong Bao},
  title = {Research on Online Curriculum of College Continuing Education Based on MOOCs},
  journal = {Teacher Education and Curriculum Studies},
  volume = {7},
  number = {4},
  pages = {131-133},
  doi = {10.11648/j.tecs.20220704.13},
  url = {https://doi.org/10.11648/j.tecs.20220704.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.tecs.20220704.13},
  abstract = {Modern society has continuously expanded the scale of colleges and universities, which has put forward new requirements and goals for continuing education. In the next five to ten years, there will be a change in the way colleges and universities approach continuing education, focusing more on lifelong learning rather than academic qualifications. The main issue with current network courses for higher continuing education is that they are not tailored to meet the needs of individual students in terms of individuation, differentiation, and practicality. Additionally, the problem of "teacher-centered" teaching is still prevalent. This paper looks at how higher continuing education can be improved by starting from MOOCs and using methods based on the flipped classroom model to construct teaching modes and resources. we describe how the flipped classroom model can be used to improve higher continuing education. The flipped classroom model has been found to be an effective way of teaching students because it allows students to learn in an interactive and flexible way. By using this model, educators can create a more engaging and interactive learning experience for their students. The combination of these two approaches can improve the quality of higher education and make it more accessible to everyone.},
 year = {2022}
}

Copy | Download

TY  - JOUR
T1  - Research on Online Curriculum of College Continuing Education Based on MOOCs
AU  - Man Hu
AU  - Fei Wu
AU  - Ke Qiao
AU  - Anhong Bao
Y1  - 2022/11/17
PY  - 2022
N1  - https://doi.org/10.11648/j.tecs.20220704.13
DO  - 10.11648/j.tecs.20220704.13
T2  - Teacher Education and Curriculum Studies
JF  - Teacher Education and Curriculum Studies
JO  - Teacher Education and Curriculum Studies
SP  - 131
EP  - 133
PB  - Science Publishing Group
SN  - 2575-4971
UR  - https://doi.org/10.11648/j.tecs.20220704.13
AB  - Modern society has continuously expanded the scale of colleges and universities, which has put forward new requirements and goals for continuing education. In the next five to ten years, there will be a change in the way colleges and universities approach continuing education, focusing more on lifelong learning rather than academic qualifications. The main issue with current network courses for higher continuing education is that they are not tailored to meet the needs of individual students in terms of individuation, differentiation, and practicality. Additionally, the problem of "teacher-centered" teaching is still prevalent. This paper looks at how higher continuing education can be improved by starting from MOOCs and using methods based on the flipped classroom model to construct teaching modes and resources. we describe how the flipped classroom model can be used to improve higher continuing education. The flipped classroom model has been found to be an effective way of teaching students because it allows students to learn in an interactive and flexible way. By using this model, educators can create a more engaging and interactive learning experience for their students. The combination of these two approaches can improve the quality of higher education and make it more accessible to everyone.
VL  - 7
IS  - 4
ER  -

Copy | Download