| Budget Amount *help |
¥3,510,000 (Direct Cost: ¥2,700,000、Indirect Cost: ¥810,000)
Fiscal Year 2014: ¥1,560,000 (Direct Cost: ¥1,200,000、Indirect Cost: ¥360,000)
Fiscal Year 2013: ¥1,950,000 (Direct Cost: ¥1,500,000、Indirect Cost: ¥450,000)
|
|---|
| Outline of Final Research Achievements |
This work examined the impact of massive open online courses (MOOCs) on higher education which were initiated in 2012 by US elite institutions.
In US, MOOCs triggered movements towards online education, competency-based learning, personalized learning, and unbundling of higher education. In Asia and Europe, MOOCs were mainly perceived as marketing purpose. On the other hand, it made the universities aware that online learning could be an effective means of providing higher education. Additionally, flipped learning, which is a by-product of MOOCs, became also widespread in the world responding to the current needs for active learning.
In conclusion, MOOCs were an invention of the digital age, but it evolved rapidly in the context of 21st century higher education reform and accelerated the reform by its various by-products.
|
