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39СОВРЕМЕННЫЕ ОБРАЗОВАТЕЛЬНЫЕ ТЕХНОЛОГИИ
Методология построения массовых открытых онлайн-курсов на примере МООК «История английской литературы»
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Яо Ли,
профессор кафедры английского языка, директор Института иностранных языков, Шэньянский политехнический университет
E-mail: [email protected] Чжан Ваньюй,
магистрант Шэньянского политехнического университета E-mail: [email protected]
Непрерывная информатизация образования меняет фундаментальные основы обучения студентов колледжей. Помимо традиционной аудиторной работы, «перевернутый класс», обучение в малых группах, массовые открытые онлайн-курсы (MOOK) и другие новые методы обучения. В новых условиях развития онлайн-образования необходимо создавать качественные MOOK, чтобы студенты могли воспользоваться преимуществами образовательных ресурсов, таким образом получая равный доступ к образованию. Комбинированное онлайн и офлайн обучение осуществляется с целью преобразования методологии преподавания, стимулирования энтузиазма студентов и значительного повышения эффективности обучения. В течение многих лет, руководствуясь новой концепцией образования, группа преподавателей истории английской литературы в Шэньянском политехническом университете продолжает работу по реформированию и инновациям, постоянно улучшая качество образования.
Благодаря усилиям коллектива, история английской литературы стала популярным курсом для студентов, изучающих английский язык в университетах провинции Ляонин. Новые методы и отличительные особенности курса принесли пользу обществу и сыграли ведущую роль в реформировании и преподавании курсов английской литературы. В статье рассматривается, как курс «История английской литературы» преобразуется в качественный MOOK, отвечающий самым высоким стандартам. С помощью комбинации методов онлайн и офлайн обучения создается система, ориентированная на учащихся и преподавателей. Курс развивается в направлении индивидуализированного, экспериментального, комплексного обучения с целью максимизации полезности для учащихся.
Ключевые слова: английская литература; МООК; онлайн-образование; смешанное обучение.
I. Introduction
In August 2018, the Ministry of Education issued the "Notice on Strengthening the Implementation of the Spirit of the National Higher Education's Undergraduate Education Work Conference in the New Era", which clearly pointed out that colleges and universities should comprehensively re-evaluate the teaching content of each course, eliminate "mediocre courses" and create "quality courses", reasonably raising academic challenges, increasing course difficulty and deepening course depth, thus effectively improve teaching and learning quality. [1. p2] The "History of English Literature" is a compulsory course for English Majors in colleges and universities in China. Over years, the teaching method used has been mainly based on the traditional classroom environment. Due to the complexity of the course content and the continuous reduction of class hours, the course cannot meet the needs by students. At present, although some colleges and universities have moved the traditional teaching content to the Internet, it is seriously lack of interaction and flexibility, and hard to achieve desired learning effect. Therefore, in online education era, we should do our utmost build a top-notch MOOC based on the existing excellent resource-sharing course so that students can adopt the ubiquitous learning method to effectively learn both online and offline. Only through this, will students be able to learn with ease and pleasure anytime and anywhere. By doing so, it can effectively enhance students' enthusiasm for learning this course and receive expected learning results, which greatly promotes the sharing of the high-quality educational resource of the "History of English Literature", maximizes the potential of students and improves the quality of talent cultivation.
II. Opportunities and challenges brought by the building of top-notch MOOC
In April, 2019, the Ministry of Education issued the "China MOOC Action Declaration", which pointed clearly the direction for creating China quality MOOC. Entering the new era of online education, high-quality MOOC has far-reaching significance for building world-class universities, first-class disciplines, first-class specialty and first class courses. At the same time, it offers a valuable opportunity and an effective way for China's higher education to participate in the international education process and cultivate international high-end talents. [2]
In 2013, under the vigorous promotion of the Ministry of Education, China started to build MOOC from scratch. In 2018 and 2019, China approved and launched nearly 1,300 MOOC of national standard. Over the past six years, MOOC in China have grown from small to large, from uncommon to popular. Up till 2019 the Ministry of Education has identified 12,500 MOOC, more than 200 million college students and social learners have studied MOOC, and 65 million students have earned MOOC credits. The quantity and application scale of MOOC in China rank first in the world. MOOC building has become an important strategic measure to improve the quality of education and promote educational equality
In July 2019, the Department of Higher Education of the Ministry of Education issued the "Notice on the Identification of National Quality MOOC in 2019" to promote the building, application and sharing of MOOC in China. "Vigorously promoting the building, application and learning of MOOC is a 'shortcut' to increase the quality of China's higher education, especially the quality of talent training," said Wu Yan, director general of the Department of Higher Education. [3] The Ministry of Education is now energetically building five types of "quality courses", implementing the "double ten thousand" plan of first-class courses, aiming to create a large number of national and local "quality courses". Thus colleges and universities may make full use of online and offline blended "quality courses" and integrate high-quality resources into practical teaching, which brings opportunities and challenges to teachers of higher education.
III. Reflection on building the quality MOOC "History of English Literature"
1. Foundation of building the course
The "History of English Literature" is one of the courses with excellent teaching quality and remarkable teaching effect at Shenyang Ligong University. In 2002, the teaching team of the course succeeded in applying for the school level teaching reform project "Development of Multimedia PPT for the 'History of English Literature'". In 2013 the course was approved as one of the excellent resource-sharing courses in Liaoning Province. All members of the teaching team worked closely to carry out research, building the course and developing the teaching resources. In 2014, the "History of English Literature" including video and other high-quality resources was opened to the public through the Undergraduate Teaching Platform of Liaoning Province. The vivid and colorful high-quality teaching resources attract college students in other universities to study online and get credits. This excellent resource-sharing course includes 18 units of video lessons, course introduction, syllabus, teaching calendar, handouts, PPT, tests, keys to difficult points, homework, and resource link, etc.
Guided by the advanced educational concept in the new era, the "History of English Literature" has been reformed and innovated boldly in teaching method, teaching content, teaching mode and evaluation method, highlighting the important position of foreign
language teaching reform in colleges and universities of science and technology. In 2014 students of Shenyang Industrial University chose to study the provincial excellent resource-sharing course "History of English Literature" and earn course credits. Since then seven other universities in Liaoning Province have taken this course 17 times, involving nearly 1,000 students. In 2020, the course was recognized as one of the first-class undergraduate courses in Liaoning Province and was listed online on "Liaoning Learning Platform". Now the visits (clicks) of the course on "Cool Learning Liaoning" exceeds 380,000 times.
In 2019 the "History of English Literature" was approved by Shenyang Ligong University as one of the undergraduate MOOC projects. After a year of development, the course was put on China University MOOC Platform. During the epidemic, Wu Yan proposed that the application of high-quality network resources will become the "new normal" of higher education in the future. [4] In order to enrich the extra-curricular activities of students during the epidemic, about 3000 students of different majors in our university studied online the MOOC "History of English Literature" to meet each individual learning needs. Through persistent efforts, the teaching team will work even harder to build the course into a top-notch MOOC of national standard.
2. Course content
The history of English literature dates back to the Anglo-Saxon period in the 5th century and expands into the 20th century with contemporary literature. Through more than 1500 years of development, poetry, dramas, and novels all take on a grand outlook. In this process, many literary giants and masters with their masterpieces are produced and they have made great contributions not only to English literature but also to the world literature. Generally speaking, English literature spans several important periods in history. And our course will follow this developmental process. It begins with the Anglo-Saxon period, and undergoes the Renaissance, the Revolution & Restoration period, the Enlightenment, Romanticism, the Victorian Time, until Modernism. The purpose of this course is to provide students with a general knowledge of the English literature and at the same time, improve their ability of artistic and literary appreciation.
The MOOC "History of English Literature" is composed of 30 micro lectures, including course instruction, appreciation of masterpieces, poetry reading, song appreciation, film clips, unit test and final examination. Teachers can adopt the blended teaching mode of online video learning and offline classroom teaching to accomplish the transformation from closed one-way classroom learning to open interactive and inquiry learning. The high-quality teaching resources of the MOOC creates a convenient and relaxed learning atmosphere for students. They can learn the course anytime and anywhere, which can fully stimulate their enthusiasm and initiative in learning. By improving students' learning efficiency and learning effect, teachers are able to unlease students' potential and the goal of cultivating innovative and interdisciplinary talents is achieved.
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3. Teaching mode
Blended teaching has advantages in meeting the learning needs of learners with different personalities and learning styles. Feng Xiaoying believes that the essence of the blended teaching in the Internet plus era is the transformation of teaching mode and the redesign of teaching. Successful blended learning should meet the following four criteria: effectiveness, efficiency, attractiveness and being personalized. These four standards should guide teachers' blended teaching design. [5] Bonk et al. (2012) proposed that a key problem of blended learning is the ratio of offline teaching to online learning. For example, how to blend them, when to use them and how to integrate them to achieve the best results? The key to solve this problem is the design of learning activities. [6] Therefore, teachers who use the MOOC "History of English Literature" should pay special attention to skillfully designing students' learning activities when using the blended teaching mode. Meanwhile they should combine the MOOC platform, micro-lecture, QQ learning group, online sharing resources, multimedia assistance and other modern educational technology means to implement teaching.
(1) Online learning before class
Students are required to understand the key points of each lesson by reading the syllabus before learning the MOOC. Then they watch the micro-lecture and learn the course content. Finally, they do the homework or the exercises to consolidate and test what they have learned to achieve better learning effect.
(2) Offline teaching in class
The teacher interprets the key points of each part of the course, answering the questions and solving the problems students encounter in learning the MOOC, as complements of the online learning. At the same time, the effect of students' e-learning is evaluated through group discussion, presentation, and teamwork. After students have completed the new task assigned, teacher's comments and students' mutual evaluation are carried out. And finally, the teacher gives a summarization. This kind of interactive teaching, which is student-centered and teacher-directed, effectively improves students' learning efficiency and increases their comprehensive ability of language application.
(3) Learning consolidation after class
Students are required to complete their assignment
and conduct group evaluation. The teacher answers questions individually and gives guidance. In the whole process of learning consolidation, the teacher maintains communication and interaction with students in Wechat learning group or QQ learning group, answering questions, clearing doubts and solving problems raised by students anytime and anywhere.
(4) Extra-curricular activities
It is necessary to organize rich and colorful extracurricular activities based on learning and teach° ing content, such as film appreciation, drama perfor-" mance, poetry reading, book report exhibition, etc., so g as to better raise students' interest and enthusiasm ^ for learning English literature, history and culture. Stu-I dents' level of literary appreciation and cultural attain-
ment are improved while practicing their competence of language application.
4. Evaluation method
The evaluation method should be reformed to stimulate students' learning motivation, combining formative evaluation and summative evaluation. At ordinary times, the academic performance accounts for 50% of the total score, including students' online learning data, learning participation, learning effect, test, classroom presentation, homework completion, etc. The final examination accounts for 50%. According to Constructivism learning theory, in the formative evaluation, the main body of evaluation is students, and the relationship among students, teachers and other learning partners is mutual incentive, through which students can be motivated to participate in learning actively. Teachers should pay attention to the measures and methods adopted by learners when constructing knowledge and evaluate them in the process of knowledge construction. Thus they can be motivated in the learning process, formed self-confidence, sense of achievement and the motivation of continuing learning. [7]
IV. Conclusion
Constructivism holds that knowledge is not acquired from teachers. Instead, its acquisition depends on the use of learning resources and the way of meaning construction, with the help of teachers and classmates under a certain social and cultural background. [8] Teachers can use online and offline blended teaching mode to teach. Before class, students may make full use of the high-quality teaching resources and learn the MOOC "History of English Literature", which can greatly improve their learning interest, learning efficiency and learning effect. In class, the traditional "cram class" is changed into an active "dialogue class". In "teacher-guided and student-centered" class, teachers are changed from "actors" to "directors", students from "audience" to "participants", and the classroom from "teacher-centered" to "learning community". The educational concept has been drastically changed. The way students acquire their knowledge has been switched from "learning by staring" to "learning by doing", which means they learn by participating in class activities. [9] "MOOC can achieve the goal that anyone can enjoy such shared resources anytime and anywhere. We build MOOC to offer the best resources, the best courses and the best teachers' lectures to the people and universities all over China and the whole world." [10]
METHODOLOGY FOR CONSTRUCTING MASSIVE OPEN ONLINE COURSES ON THE EXAMPLE OF THE MOOC "HISTORY OF ENGLISH LITERATURE"
Yao Li, Zhang Wanyu
Shenyang Ligong University.
With the continuous development of education informatization, the learning methods of college students are undergoing fundamental changes. Besides traditional classroom learning, they can learn through flipped classroom, micro class, massive open online courses (MOOC) and other new learning methods. Therefore, in the new era of online education, it is imperative to create top-notch MOOC
for students to take advantage of high-quality educational resources and achieve maximum educational equality. Online and offline blended teaching is carried out to transform teaching methodology, stimulate students' enthusiasm and greatly improve learning efficiency. For years, guided by the new education concept, the teaching team of the "History of English Literature" in Shenyang Ligong University has continued to reform and innovate, constantly improving the quality of education. Through the unremitting efforts of the team members, "History of English Literature" has become a popular course for English majors in universities of Liaoning Province. The new methods and distinctive features of the course has produced social benefits and has played an exemplary leading role in the reform and teaching of the courses of English Literature. This paper expounds how to develop the course "History of English Literature", an excellent resource-sharing course of Liaoning Province, into a top-notch MOOC of national standard. Through the online and offline blended teaching method, a "student-centered and teacher-led" teaching system is built to promote the course towards personalized, experiential, three-dimensional learning direction so as to maximize the learning effect of the students.
Keywords: English Literature; MOOC; Internet plus education; blended teaching; Constructivism.
References
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