The Impact of MOOCs on Higher Education
Project/Area Number |
25590219
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Research Category |
Grant-in-Aid for Challenging Exploratory Research
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Allocation Type | Multi-year Fund |
Research Field |
Education
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Research Institution | The University of Tokyo |
Principal Investigator |
FUNAMORI Miho 東京大学, 教育企画室, 特任准教授 (70377141)
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Project Period (FY) |
2013-04-01 – 2015-03-31
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Project Status |
Completed (Fiscal Year 2014)
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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)
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Keywords | 大規模公開オンライン講座(MOOC) / オンライン教育 / 大学改革 / 主体的学び / デジタル時代 / コンピテンシー / オープン・エデュケーション / 反転授業 / ブレンド型学習 / 教育改革 / Distributed Learning / アクティブ・ラーニング / コンピテンシー・ベースド教育 / 高等教育のアンバンドリング / デジタル化時代 |
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.
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Report
(3 results)
Research Products
(38 results)
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[Presentation] 学校基本調査徹底読解―初期報告2014
Author(s)
船守美穂
Organizer
第3回大学情報・機関調査研究集会(MJIR)
Place of Presentation
北九州国際会議場(福岡県・北九州市)
Year and Date
2014-09-01 – 2014-09-02
Related Report
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